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For centuries, lighthouses have guided ships in their travels and they continue

to light the way in our modern world. Similarly, the six-level series
aims to guide primary students through the sometimes-rough seas of their
adventure in learning English. It seamlessly integrates modern language teaching
practices with traditional classroom needs, helping students successfully navigate

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through reading, writing, listening, speaking and grammar, to be able to use
English in real life.
Special features:
Combines a structural grammatical-based programme with a functional
syllabus to promote communicative language use across the four skill areas.
a

Teacher’s Book 2

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Provides ample opportunity for students to understand and use the language at
their own pace.
Offers frequent pair and group work activities to build students’ confidence

er’
and independence.
Includes an easy-to-follow self-evaluation for students at the end of each unit.

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Offers a variety of dynamic materials and activities, including songs, chants,
stickers, games and craft projects. Even the homework is fun!
Promotes universal values and celebrates cultural differences through a

ook
variety of colourful, in-class craft activities.
Components:
Student’s Book + Student’s CD-ROM
Activity Book

Teacher’s Book + Class CDs
Teacher’s Resource CD-ROM

Richmond Readers Brendan Dunne • Robin Newton

Dunne, Brendan
58 St Aldates Lighthouse 2 Teacher’s Book / Brendan Dunne y Robin
Oxford OX1 1ST Newton. - 1a ed. - Buenos Aires : Santillana, 2013.
United Kingdom 144 p. + CD-ROM ; 28x22 cm.

© 2013 Ediciones Santillana, S.A. ISBN 978-950-46-3340-2
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina 1. Guía Docente. 2. Enseñanza de Inglés. I. Newton,
Robin II. Título
CDD 420.7
© Brendan Dunne, Robin Newton
© Santillana Educación, S.L. / Richmond Publishing 2011

ISBN: 978-950-46-3340-2

Music and Recordings: Bobally Records

Publisher: Mabel Manzano
Publishing Director: Alicia Becker, Vicki Caballero Anderson
Managing Editor: Andrea Turner
Development Editor: Justine Piekarowicz, Elsa Rivera
Editorial Team: Marie Deer, Suzanne Harris, Beatriz Román, Jacaranda Ruiz, Silvia Kosaruk
Proofreading: Jane Holt, Rebecca Watson, Inés S. Pérez
Art Director: Rubí V. Ramírez
Design Supervisor: Marisela Pérez
Cover Design: Karla Ávila, Ana Lucía Garibotti
Cover Illustration: Estudio de Diseño “A corazón abierto”
Illustrators: Dalia Alvarado, Estudio de Diseño “A corazón abierto”, Tania Juárez, Teresa Martínez, Juan
Manuel Moreno, Claudia Navarro, Emiliano Ordás, David Peón, Gerardo
Vaca, Ismael Vázquez, Carlos Vélez, Alejandro Villalobos, Richard Zelá
Cover Photograph: Ingram Publishing
Photo Researcher: Amparo Rodríguez
Technical Director: Ángel García Encinar, Salvador Pereira
Production Manager: Rocío Lominchar Romero
Technical Coordination: José Luis Ávila, Edgar Colín, Daniel Santillán
Layout: Karla Ávila, Lizzy Jardón, Daniel Santillán, Colin Stobbart, María Florencia Visconti
Photos: Brand X Pictures, Comstock, Digital Stock, Elías Salas, Hemera, Ingram Publishing, Photo Disc

This Teacher’s Book includes Audio CDs.

Queda hecho el depósito legal que marca la ley 11.723.
Impreso en Argentina. Printed in Argentina.
First Edition Published 2013

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission
in writing from the Publisher.

The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will
correct any involuntary omission at the earliest opportunity.

Este libro se terminó de imprimir en el mes de septiembre de 2013, en Artes Gráficas Color Efe, Paso 192,
Avellaneda, Provincia de Buenos Aires, República Argentina.

Te
ach
er’s Book

Brendan Dunne • Robin Newton

. . 143 Unit 5. . . . 120 – 122 Unit 7. . . . . . . . . . . 123 – 124 Unit 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 – 132 Track List . . . 144 Unit 6. 140 – 142 Unit 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 – 127 Unit 9. Contents Introduction 3 – 7 Time for a game 10 Scope & sequence 8–9 Associated reading 11 Units Overview Unit 1 12 – 13 Unit 1 14 – 23 Overview Unit 2 24 – 25 Unit 2 26 – 35 Overview Unit 3 36 – 37 Unit 3 38 – 47 Overview Unit 4 48 – 49 Unit 4 50 – 59 Overview Unit 5 60 – 61 Unit 5 62 – 71 Overview Unit 6 72 – 73 Unit 6 74 – 83 Overview Unit 7 84 – 85 Unit 7 86 – 95 Overview Unit 8 96 – 97 Unit 8 98 – 107 Overview Unit 9 108 – 109 Unit 9 110 – 119 Activity Book with answers Contents Unit 1 . . . . . . . . . . 128 – 129 My spelling practice . . 138 – 139 2 Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . 135 – 137 Unit 2. . . . . . . 133 – 134 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

effectively. It establishes introduces and practises the main the right kind of environment for all types of students to grammar and vocabulary items. It promotes interaction through pair use in reading. presents new words in such a way that students discover their meaning independently. structure and vocabulary. step-by-step tasks. also gives students lots of opportunities to It combines a structural grammar-based course with a understand and use the language for themselves and functional syllabus to promote communicative language at their own pace. Chant practises the new structure and the grammar provides useful rule. Introduction Lighthouse approach is a six-level series for primary learners. Pair work is introduced in Time to write 3 the series as a helps students special feature so develop that students can their writing communicate with skills through each other more manageable. speaking. listening and writing. interaction Unit opener with textbook activities. taking into enjoy learning English. consideration learners’ individual needs. . Language Student’s Book presentation consists of 9 units with 10 pages each opens with a model is clearly organised and consistent sentence and then includes a pictionary for all new vocabulary Stickers is clearly explained provide dynamic on two pages. and group work. everyday English expressions related to the Time to practise! shows examples of theme of the unit. Students build up their independence by helping and learning from each other. gives students the new grammar the opportunity to structures along with Introduction review the new a task for students.

to identify students who need help. Pictionary provides audio and visual support to help students to actively review the new words in each unit. so it is learning in an quick and easy and allows teachers enjoyable way. Introduction Light up the world introduces students to information about other cultures The lighthouse through a series of keepers’ story motivating texts and activities. Joe and Sally. Activity Book provides grammar and vocabulary reinforcement the first eight pages of each unit shadow the material covered in the Student’s Book the last two pages offer self-evaluation tasks and a project to be done with the family Check what My project you know! gives family is a part of the Time to check page. contains texts appropriate to students’ age. members an It helps students to evaluate their opportunity to get progress at the end of each unit. Introduction Students evaluate themselves by completing the faces: My spelling 4 practice gives students the opportunity to reinforce the written form of vocabulary taught in each unit. . involved in students’ There is no writing involved. The texts are fully developed through Before and After you read sections. interests and language level. They are presented by the keepers.

keepers’ story and learning to learn competences. the . of the unit story. Basic competences list competences that students will accomplish in every lesson. gives easy explanations for each structure. Teaching tip suggests different strategies to create an effective learning environment. helping them The lighthouse Introduction presented in also develop interpersonal the unit. it is a craft activity to make the value more meaningful to children. space to write the words in your own language. among tells you the title others. summarises the grammar items taught in the unit. They focus highlights the on educating the children expressions as a whole. Teacher’s Book is very clear and easy to use includes all the Student’s Book answers in every lesson page shows reduced pages from the Activity Book with answers Objectives lists new vocabulary highlight the with phonetic target language transcriptions and a for each unit. . the picture of the lighthouse keepers Unit value relates to the theme can be found in 5 of the unit.

Introduction Activities within the sections Transcripts War m-up are provided for establishes a all the listening nonthreatening activities except atmosphere in the when the text is classroom. Activity time Craft activity Teacher’s Resource CD-ROM Teaching tip Key to phonetic transcripts Introduction Time for a game Consonants: Vowels: p pink Z treasure I fish ø up 1 Time for a test b ball h hello iÜ tree eI train t talk tS chalk œ cat ´U phone d doll dZ bridge AÜ car aI bike k cave m man Å clock aU owl g give n now OÜ horse OI boy 6 v vase N song ´ father I´ ear T think w with U look e´ hair ð this r rock uÜ flute U´ tour s salt l live ‰Ü bird z zebra j you e egg · divides syllables S short " stressed syllable . concepts practised in the lesson. present in the Student’s Book. Icons allow for quick identification of time and Teacher’s Book icons components needed for each Activity Book activity. indicates the end Wrap-up of a lesson when personalises and there is more than consolidates the one lesson on a language and page.

Then. strategies from the unit. can be found in the . these three-step activities foster each test consists of three cooperation and teamwork. Teacher’s Resource CD-ROM The Teacher’s Resource CD-ROM contains a wealth of printable and photocopiable worksheets divided into sections: Celebrations Richmond Primary Reader Tests Values Vocabulary lists Young Learner and Trinity Exams tips Celebrations Tests can be found in the . they assemble the finished parts to create a classroom decoration. and stories in each level. Introduction Student’s CD-ROM 7 includes lots of fun activities to do at home to consolidate the language learned at school . listening activities. three teams to complete as well as reading different parts of each activity. pages that evaluate the Students work together in grammar and vocabulary.Class CDs The teachers are provided with a complete audio set containing all the songs.

Clothes: belt. Possessives: Whose 8 sunglasses. it doesn’t. eighty. it does. bus station. there isn’t. Present simple: The Animal zebra lives in the adventure savannah. How much is the scarf? It’s 14 pounds. shopping centre. have a shower at half past seven. go to school. zebra it fly? Yes. restaurant. between. Is there a bookshop? Yes. Does it eat plants? Yes. Scope and sequence Unit Light on reading Daily routines: brush your teeth. gorilla. Animals: bat. jeans. shoe shop. / No. I think it’s cute. toy shop Where’s the cinema? 2 It’s next to the museum. I don’t think it’s scary. there is. Canada I have breakfast at seven o’clock. leopard. jumper. one hundred Dave’s. seventy. 1 have lunch. (routines): I get up You’re late. sixty. glove. have a snack. It’s between the museum and the Italy In the city Don’t touch! Don’t run! Don’t walk on the grass! library. It can’t fly. City places: bookshop. next to. monkey. Don’t talk! There is / There isn’t: There’s a library. fifty. There isn’t a fire station. (behind. butterfly. Whose gloves are these? They’re At the clothes Lucy’s. . get up. library. Prepositions of place That’s my jacket! hospital. plants. elephant. crocodile. it can. fire station. turtle. have dinner. opposite): supermarket. coat. I have lunch at two Monica! o’clock. What time do My day you have breakfast? What time is it? It’s ten o’clock. go to Present simple bed. swim. / No. Can / Can’t: It can frog. park. scarf. / No. It eats China I think it’s scary. forty. tie scarf is this? It’s Let’s go shopping! 4 Numbers: thirty. These / Those: These Singapore shop are my sunglasses. lion. museum. it can’t. ninety. hippo. cinema. Can The turtle and Scope and sequence the rabbit 3 ostrich. snake. How much are the socks? They’re 3 pounds. Those are my gloves. It’s half past five. have breakfast. socks. pet shop.

cheese. cold. Countable and Granny makes 6 chocolate. any pears. March. June. July. rice. potato. comic book. What do Egypt What’s the weather like? It’s snowing. pepper. Unit Light on reading Weather: cloudy. Do Accessories: ballet shoe. lemon. roller skate got a computer game. Present simple: She The wrong clothes 7 musician. snowing. 9 9 Parties: balloon. hot. pilot. works in a school. bread. clown. Where do you go? We go to the park. streamer Wh. September. vet She doesn’t wear a uniform. winter wear sandals. doing Present simple: I like gymnastics. October. meat. costume. pear. he doesn’t. Hobbies: collecting toy cars. guitar. When’s your birthday? It’s in March. nurse. April. February. Months: January. cheese. A mountain adventure Rain or sun? Where do you go on Sundays? We go to the park. computer you like painting? 8 game.questions with present simple: What India Let’s celebrate! do they eat? They eat biscuits. December They live in Italy. Food: avocado. sausage. Plural pronouns (we / May. skipping rope. roller skating like roller skating. / No. They’re sour. tomato uncountable nouns: There are some a cake! apples. football player. Does he I want to be work at night? Yes. present. firefighter. There aren’t France It’s spicy. ham. police officer. April Fool’s! November. What are your hobbies? My hobbies are roller skating and painting. chef. sweets. making models. autumn. Jobs: astronaut. crisps. They’re salty. karate uniform. egg. There isn’t food! any ham. teacher. doing ballet. She doesn’t Karate Kate painting. lemonade. We don’t wear boots. windy Seasons: spring. he an astronaut The USA does. August. When’s yours? Mine is in August. doing karate. doctor. taxi driver. skipping. Present simple: We 5 sunny. There’s some Food. candle. . soup. playing computer games. they): We live in Mexico. It’s sweet. United Kingdom Free time fun! She hasn’t got a karate uniform. food. you play? We play football. summer. What do you want to be? I want to be a firefighter. Verb have got: He has Scope and sequence model. secretary. raining.

Ask a student from I spy… team X to go to the board and give him / her a task. If they guess correctly. Invite ten volunteers to start the game. As the members of each group have participated. If not. What is it? . Look around and praise students who by guessing one letter at a time. Volunteers take Simon says… turns drawing vocabulary items on the board for Explain that students should follow your instructions their teams to guess. Whisper a word or a clue to the first correctly. divide 10 the class into two teams: X and O. The extra student must Invite five volunteers to the front and ask them to complete a task. Divide the class into five groups and give each group a ball. Arrange nine chairs in a line or a circle. it isn’t. draw nine small chairs or circles on the ball to another student. it is! Materials: Five sheets of paper rolled up into a ball. If he / to the next student. draw a instantly. one student Musical chairs in each group says the sentence you indicate and Materials: A music CD. Draw a Tic Tac Toe grid on the board. other teams stay still: can guess to win the point. he / she draws an X in a space. The student who guesses the word takes your place. When it stops. along the line. If not. using the following model: alternating teams until one gets three Xs or three Os T: I spy with my little eye something beginning in a row (horizontally. If they do not guess correctly. etc. throws the ball to another member of his / her group. If a student guesses are really still and not moving at all. Draw and guess Divide the class into four teams. Then. Repeat the a letter that is in the word. Then. If this is not This student says his / her sentence and throws the possible. T: Stand up. draw a part of the body and write the letter beside the hangman. Remove a chair (or circle) and play again. What is it? S: Is it the (cake)? T: No. and that player is out of the game. vertically or diagonally). the music plays. A volunteer from the rest of the and write it on the board. If the answer is correct. The game is over when students guess the word or when the whole hangman has Noughts and Crosses been drawn. Students continue until all board. a CD player. If he / she completes the task stand in a line. he / she can take the place of a seated student in the line and ask him / her to whisper it player. Have students guess words you can see in the Follow the same procedure with team O.) Hangman Stop! Elicit words from the vocabulary you wish to Mime an action and ask students to stand up and practise. frozen hangman scaffold. Choose a word and write as many blanks Time for a game imitate you. he / she student at the end should say what he / she heard is out of the game.) points at the end is the winner. Then. on a poster. they should a point. and so on. Tell the class what they are going to say every time they get the ball. fill in the blank. they win only if they begin with Simon says. Then. with c. Only one student can occupy a chair (or circle). Then. divide the class into class may complete the task and replace a seated groups of five to play the game. Ask students to discover the word in mid-action. procedure several times with other action words. (Students do not move. they must sit on one of the chairs Chinese whispers (or touch one of the circles). player. Continue classroom. students walk from chair to chair. The team with the most T: Simon says Write in your notebooks. Continue until only one student is left. shout Stop! and stop moving as it has letters and fill in the first letter. Signal students to stop and stand still. Level 2 Catch me if you can S: Is it the (cookie)? T: Yes. (Students write. The she does not complete the task correctly.

These worksheets together with the reader’s audio are also available at www.richmond.ar Richmond Interactive Digital Practice Tests Associated reading Interactive activities and tests in the Interactive Digital Practice Tests Book that can help prepare students for the Starters Young Learners Exams. This is available in book format and also as an APP. 11 . There are photocopiable worksheets available in the Lighthouse 2 Teacher’s Resource CD-ROM. along with teacher’s notes and answers.com. Associated reading Richmond Primary Readers The reader recommended for this level is Smellybear.

students will learn phrases and short exchanges used in everyday life. Unit 1 12 . • What time is it? It’s ten o’clock. Monica! to talk about daily routines. In this section. It’s half past five. students will learn and practise ways You’re late. we use the present simple with times to talk about daily routines. 1 My day Objectives: • learn the names of daily routines • ask and answer questions about the time • talk about daily routines using the present simple Daily routines brush your teeth /brøS jOÜ "tiÜT/ ____________ have breakfast /hœv "brekÖf´st/ ____________ get up /"get øp/ ____________ have lunch /hœv "løntS/ ____________ go to bed /"g´U t´ "bed/ ____________ have dinner /hœv "dIn´/ ____________ go to school /g´U t´ "skuÜl/ ____________ have a shower /hœv ´ "SaUÖ´/ ____________ have a snack /hœv ´ "snœk/ ____________ Present simple In this unit. The lighthouse keepers’ story In this unit. The structure is subject + verb + at + time: I have lunch at two o’clock.

Good job! Also explain • Mathematical competence by transferring why teams are not getting points: The green skills to English from their first language team was very noisy. group and team activities. The their own experience to create a personalised benefit of working in teams is that students are text describing daily habits (SB p. Teaching tip Basic competences Pair and group activities are a key part In this unit. • competence in Learning to learn by reviewing key unit concepts and participating in memorable review activities (SB p. day to speak English. 13). teams of five or six at the beginning of each effort and work well done are essential to month. game. 8). Canada and interpreting it in order to do a Unit 1 Make a question dragon. For most developing this competence in the classroom. Remember to work quietly next week. award the points knowledge of the graphological and semantic for good work. They encourage • Interpersonal and civic competence by cooperation and expand students’ opportunities learning how to do pair work more effectively to participate. They may also take on some dragon in order to practise formulating and of the classroom management. encouraging answering questions (SB p. 12). students will develop: of the Lighthouse series. 11). motivated to work hard and collaborate well in • Linguistic competence by creating a question order to get points. effort and cooperation. 7). Focus relationships of words and sentences (SB p. matching activity (SB p. with the names of the team and display it on the • Linguistic competence by demonstrating wall. work (TB p. Then. OK? At • Interpersonal and civic competence by the end of the month. At the end of each week. Lastly. 10). process and acquire usually popular). This activity their teammates to work quietly or clean up after helps to provide guided production practice craft activities. regarding how to tell the time (SB p. 9). Creating personalised teams You can take this one step further by assigning and recognising merit for cooperation. 5). • Cultural and artistic competence by You can help to stay healthy by taking care of recognising cultural information about your body. (This can be a traditional in pairs (SB p. 13 .) Be consistent and chance to speak and have fun. make a simple chart information (SB p. Mix strong and weak students. 4). or a special activity such as choosing effective pair work in class gives everybody a their favourite game or song. Teacher’s Book instructions often and recognising the criteria for better group specify how to divide the class for an activity. Well done! The yellow times of the day with specific actions and days team gets two points for trying hard every of the week (SB p. it contributes to making in acquiring language fluency through a fun classes fun and memorable. • Linguistic competence by listening to and reading a story while looking at drawings that Value: Staying healthy support contextual information (SB p. the team with the most playing a time telling information gap game points wins a prize. 13). Invite them to create a name for competence by using new technologies their team (colours or names of animals are as a way to obtain. 6). Only one point this week. on praise and encouragement: The blue team • competence in Knowledge and interaction gets a point for cleaning up its craft materials with the physical world by associating the quickly and quietly. establish ahead of time that students should not • Autonomy and personal initiative by using ask for points and that your decision is final. It is important to stress that prize. these students can • Processing information and digital work together.

1 Look and stick. Then. and angry voices. Invite them Unit 1 . go to school. 2 mum: brush your teeth.2 10’ Play track 1. say the expressions from It’s (three) o’clock. get students to say where Bill is in In their notebook. have a shower.Student’s Book page 4 to repeat the question and act it out. Do the same with Listen and point. Continue until all students have participated. Play the track again and get Warm-up: What’s your name? 15’ students to repeat the expressions using happy. go to bed. 1. etc. Then. bill! In their notebook. that are the same colour. the scenes in random order and get the class to invite volunteers to write times and ask the class: mime the actions. Listen and repeat.1 and tell students to point to the scenes board and ask What time is it? Elicit the answers: as they hear them. 1 My day voices on the CD. sad. bill! Assign homework 10’ AB page 4 mum: you’re late.2 and have the class repeat the expressions. What time is it? Continue until all students have participated. Encourage them to imitate the . 1 Explain that the boy’s name is Bill and he likes Additional homework reading. assign pairs and tell students to expressions from this page and illustrate them put the stickers for Activity 1 on page 4 in the spaces with magazine cut-outs. bill! their daily routine and label it with the time: dad: ok. Then.2 another student and ask the same question. story time! It’s (half past). track 1.1 10’ the second clock. 4 ex. students write three of the each scene. Then. brush your teeth. Tell students they can use this question to ask the time. 15’ Invite students to look at the pictures and identify Assign homework 10’ AB page the object that the boy has in every scene: a book. Have a volunteer read the example question in the book. It’s half past (four). Repeat the question and mime that you want to know the time. Material: A soft ball. get him / her to throw the ball to track 1. Throw the ball to a volunteer and ask his / her name. write some times on the Play track 1. refer the class to the first clock and get a student to read the first sentence aloud. Finally. Answer Key: 25’ Encourage the class to say where they see the time: on clocks at school. narrator: listen and repeat.1 narrator: listen and point. mum: bill! get up! dad: hurry up and have a shower. on TV. narrator: get up. Next. Next. 1. students draw a scene from 14 dad: go to bed. on watches. bill! go to school! Additional homework ex.

5’ AB page 5 Additional homework Unit 1 . lunch and dinner. lunch. Have students point to the Write up two times on the board: 4. 15’ Have students look at the picture and point to the monster.3 5’ to answer. clap your hands five times. 10’ Student’s Write What time is it? on the board and get a own volunteer to read it aloud. Refer and drinks in the blank spaces. Assign homework snack. them match the clocks with the times. snap your fingers once and say It’s half past two.30. and some cereal with milk for breakfast. Next. Continue until all students have Play track 1. 1. Clap your hands twice. Use a funny monster voice and tell students what you have for breakfast: I’m a monster and I have one banana. toast. tell them to draw the missing foods that sometimes we write times with words. Do the same for the scenes for snack. It’s twelve o’clock. he / she claps and snaps a time and chooses another student Listen and repeat. Help students with meaning as Write the answers on the board and explain necessary. Clap your hands Student’s drawing own drawing three times and say It’s three o’clock. girl: breakfast.Student’s Book page 5 Pictionary pages 94 and 95. Wrap-up: Clap and snap. Then.3 names of the vocabulary items and draw a narrator: listen and repeat. two eggs. word breakfast and elicit when we have breakfast: Point to each one and ask What time is it? Elicit in the morning. own drawing If the student answers correctly.00. Encourage students to find the foods in the picture. 2 Read and draw. of the meals. They take turns saying what they have for each meal. they should find the word in the text and point to it. students students to the examples in the book and have compare their pictures with a friend. Finally. the answers: It’s half past four. Then. divide the class into pairs 15 and have them pretend to be the monster. Then. picture for each. 5’ elicit the foods: eggs. dinner. 12. . Check as a class by reading the sentences and inviting Answer Key: volunteers to write the times on the board. Get a volunteer to read the sentence in the first scene and Match. Then. When they say each name. snap your fingers once and ask What time is it? Student’s Student’s own drawing Invite a volunteer to answer: It’s half past five. Students read the track 1. snack. 10’ Invite the class to look at the pictures of the girl and identify what she’s doing in each: eating. 3 Imagine you are the monster. have another volunteer read the question. say a food and invite the class to say the meal: an apple .3 and tell the class to repeat the names participated.

narrator: number six.4 some volunteers to read their sentences aloud. Finally. volunteers to read the example sentences aloud. Then. Then. to the book and elicit the word: at.Student’s Book page 6 5. In their notebooks. about their day and illustrate them with boy: i do my homework at half past five.00 and Unit 1 . One group chants the days of the week and the other group chants the lines with the Material: One sheet of white paper. Invite students from each team to take turns guessing the time.4 15’ Invite the class to look at the picture and ask what the boy is doing in each scene: 1 . boy: i have dinner at eight o’clock. Next.He’s having dinner.He’s getting up. Accept all answers. 2 . 2 boy: i have lunch at half past two. At half past two. 6 . 5 . The Students choose their favourite day of the week student who guessed correctly wins a point for and write it with plasticine. Then. explain that we always use at to the times they hear. Draw and write about you. boy: i go to school at eight o’clock. narrator: number two. At half past five. switch roles and do the chant again. narrator: number one.He’s going to school. Divide students into two teams. When they guess Additional homework ex. Write it in the Play the track again and have students underline space. Then. Play the track again and get the class . Write a time on Finally. Help by pointing up if it is later than their Assign homework 5’ AB page 6 guess or down if it is earlier. Draw a clock on the board showing 6.He’s having lunch. 6. refer them point to the time they hear mentioned for each scene. play the CD and get the whole class to chant the board without showing it to students and all the lines. At half past six. At eight o’clock.He’s 10’ doing his homework. cover it with the sheet of paper. boy: i get up at half past six. narrator: listen and underline. divide the class Warm-up: Guess the time 10’ into two groups. students write two sentences narrator: number four. Next.He’s Write I get up ___ six o’clock.5 and have them follow along in their books.5 15’ Invite volunteers to say the days of the week in order. play track 1. Check by saying the number say what time we do things. 1 correctly. 16 boy: i go to bed at half past nine. magazine cut-outs. At eight o’clock. going to bed. Tell students to write times on the watches in the book and label them with sentences about their day. 4. play track 1. 2. write I get up at six o’clock. 3 . At half past nine. his / her team. 3. Additional homework ex. 1. Continue with other times.4 and tell them to the space. Assign homework 5’ AB page 6 narrator: number three. actions. Say them again and encourage the class to join in. 15’ Answer Key: Have students look at the watches and invite 1. What time do you get up? to say the chant with the CD. 4 . uncover it for students to see. 1 Listen and underline. of each scene and getting a volunteer to read the corresponding time. Finally. 1. 2 Listen and chant. narrator: number five. have students look at the times Invite students to guess the word that goes in for each scene. on the board. invite track 1.

play track 1. . Tell them that when we ask about the king: yes. Get students do you do your homework? Then. Invite them to point to the affirmative sentence. At four o’clock.6 an affirmative sentence. question. the column about themselves. Point out that the first column is get up? What time do you have lunch?. i have lunch at examples as a guide. 3 Listen and complete Ask a friend and complete. 4. have them look at the reporter: good morning. and what time do you go to bed? to read the question aloud. Refer the Invite the class to interview you. have students to read the questions and guess what time the look at the table and remind them of the column for king does each activity. Elicit example class to the table and get other volunteers to read questions from the book: What time do you the questions aloud. Check as a class by asking the questions and inviting volunteers to read the answers aloud. Next. Finally. 4 ex. I (go to bed) at (one o’clock). good morning. They should write their a friend’s information. i get up at twelve o’clock. 1. ask some volunteers the questions. reporter: thank you. 3. Invite a volunteer to read the examples aloud. what time do you get up? Complete. invite a volunteer reporter: yes. The other column is for Encourage all students to ask you at least one information about a friend. your majesty! They compare their answer with a friend. Have students look at the highlighted words. have. Say that the subject comes before the verb in track 1. 3 Additional homework 17 Additional homework Students interview a family member about his / Students imagine another scene from the king’s her day and write two sentences: My Mum: I get day and draw it in their notebook. we add What time and do reporter: err. Point king: yes … out that there are several right answers. Elicit the subject and narrator: listen and complete the answers. Next. Finally. i have breakfast in bed. 15’ the answers. AB page 7 Assign homework 5’ AB page 7 Assign homework 5’ ex.6 15’ Ask some students questions about their daily Invite the class to look at the picture and identify routine: What time do you have lunch? What time the characters: a king. Encourage students to say Wrap-up: Interview your teacher 10’ whether they have a shower at that time. have students king: i go to bed at one o’clock. When they finish.Student’s Book page 7 get some students to read their answers aloud. Then. 4 Complete about you. Next. king philip. the verb: I.6 and have them to ask and answer the questions to complete students complete the answers. At half past ten. friend. four o’clock. write the answer to the question individually. Unit 1 . reporter: and … what time do you have lunch? Tell students to complete the question using the king: … err. what time do you have breakfast? before the subject. Point out that they the second column in the table. At one o’clock. I go to bed at eleven. king: oh. They label it: up at half past five. 10’ Answer Key: 1. At twelve o’clock. 2. time of an action. etc. When they finish. ask students should write the times in words. 10’ Invite a pair of volunteers to read the dialogue in the speech bubbles. reporter: and. Next. questions to find out who gets up the earliest and encourage them to check their answers with a who goes to bed the latest. for information about them. at half past ten. Tell students to complete question each. a reporter. assign pairs and tell answers in pencil. 5’ king: well.

play the CD again and invite students to sing along. board: 6. Then. When they finish. beep. (Do your homework. Student A looks at page 112 and student B the text.7 and have students listen to the song and follow along in their book. 2 Sing a song. write it on past eight the corresponding line and award the team one point. encourage them to guess the meaning of dash: to move fast. beep are the sounds of traffic. The team that guesses the sentence Assign homework 10’ AB page 8 wins five points. . They time is it? Elicit the answer.7 25’ Refer the class to the song and explain that tick. In their notebooks. Assign student A and student class into pairs and tell them to complete the rest of B. move your fingers over your head to mime have a shower. splash is the sound of water. 1. Tell them Draw four clocks showing different times on the to read about a typical day for the football player. 25’ Pair work 15’ Invite students to look at the picture of the man and elicit his profession: He’s a football player. Finally. students write four sentences about their day with a code. and that splish. 1 at the end wins.Student’s Book page 8 Additional homework ex. Then. have students Answer Key: compare books and check their answers. They should write the times on the clock faces. text. half past five Wrap-up: Guess the mystery sentence 10’ cereals orange juice Write the following pattern of lines on the board: football eleven _ _ _ _ _ _ _ _ _ _ _ _ _ _. The team with the most points Additional homework ex. Each o’clock fish salad line represents a letter. Invite them to say what the song is about: getting up and going to school.30. play track 1. Assign homework 10’ AB page 8 Unit 1 . After that. students use magazine cut- outs to illustrate one of the verses of the song.) o’clock TV seven Tell the class that it is a mystery sentence. Point to a clock and ask What Explain that some of the words are encoded. Ding. Finally. etc. should decode the picture clues to complete the he / she chooses another clock and asks the time. Then.00. divide the class into pairs. Time to practise! 1 Read and decode. 2 In their notebooks. If the student is right. Then. divide the sentence: I get up at half past five. times for the blank clocks. Students take turns asking the read the text sentence by sentence. Continue until a team correctly guesses the sentence. Divide the class into two teams and have them take turns guessing bed half letters. play the song a third time and invite the students to sing along and do the actions. 18 Invent an action for each verse: stretch your arms to mime get up. check by having volunteers looks at page 116. tock is the sound of a clock. When a team guesses a letter. etc. Get a volunteer to read and complete the first Continue with the other clocks. ding. 2.

Encourage them to check that each Have the class look at the picture and say what the sentence begins with a capital letter. When they finish. We always use and writes a sentence to describe what he / she eats to join the last two items. Get them to point to the comma the paper. Then. Assign homework 5’ AB page 9 2 Read and circle. tell them to use the stickers for Activity 1 on page eat and drink. Remind them to use and and commas to separate their ideas. board and explain that we use commas when we list Divide the class into groups of four and hand out more than two things. Elicit that they should complete the sentence with and. 9 and use the text to find where each sticker goes. information in a sentence. remind them to write the names of the group members on the back of each paper. 10’ with a friend. have students complete the other two sentences. Time to write 1 Read and stick. Tell them that the comma goes the top of each sheet of paper. Next. 10’ 19 Tell students to close their eyes and think about what they have for breakfast. Finally. get them to exchange books . Have them compare ideas with a friend and put the stickers in the corresponding spaces. When they finish. each student after each item except the last one. write and Bulletin board idea 15’ on the board and remind them that we use and to join Material: Four sheets of paper per group. for that meal. Answer Key: Write about you using . Display their work on the bulletin board. They should check that and and commas are used correctly. Do the same for the other meals. pins. have them open their eyes and complete the sentences in the book.Student’s Book page 9 Invite the class to read the first sentence silently. Invite to read what the children in the picture are saying. They illustrate the sentences with Answer Key: magazine cutouts. ask them children are doing: They’re eating. 10’ Unit 1 . Students write the name of a meal on in the second sentence. draw a comma on the magazine cut-outs. Check by inviting volunteers to write the sentences on the board. Ask a volunteer how many items the person has: two. Then. Then. Invite two volunteers to circle any foods or drinks that they both have. Next. and and. Give them some time to think. some volunteers to say what they and their friend both Then.

crayons. brush your teeth . Finally. Explain to the students that they on pages 4 and 5. have circles around all eight clocks raises his / Next. glue. 20 . how Monica is late: She’s late for school / class. Then. 10’ Assign homework 5’ AB page 10 Divide the class into groups and tell students to Additional homework choose a character from the story: the narrator. Make a question dragon. the dinner lady.00. Invite them to say how these are going to play a game. hand out the materials and tell students to her hand and says Bingo! If the times are correct. Then. encourage notebook. play track 1. Accept all answers. Then. they flip the square over and fold the new corners to the centre 1 Listen to the first part of again. She’s late for lunch. have them colour the inside and the outside of the question Have students look at the pictures and invite them to dragon. have circled their clocks. When they finish. They take turns for something and draw the scene in their reading the story aloud. Students think of a time when they were late Miss Cooper. The first student to have a snack .8 and dragons. etc. per student.gives energy and nutrients. get them to fold the corners to the centre of the square. 15’ Say some times and invite Materials: One photocopy of craft template 1 volunteers to write them on the board: 6. Then. Continue until all students to fold and unfold the square along the lines. Say a time and the actions help them to stay healthy: go to bed - students who coloured the clock with the same have energy. The lighthouse keepers’ story Before you read 10’ Value: Staying healthy Colour eight clocks and play. Next.avoid cavities. When they finish. they put their hand in the story. etc. 4. Get a volunteer to read each flap. time draw a circle around it. scissors. Unit 1 . Monica. After that. them to switch roles and read the story again. tell the class to look at the Write HEALTHY on the board and ask the class clocks in their books. eating different clocks and colour them lightly. Then. cut out the square and the phrases. etc. Have them choose eight what it means: taking care of your body. The good foods. have numbers should still be visible after the clocks students look at the daily routines vocabulary are coloured. 1. Help them he / she is the winner. They ask a question with one of the tell students to follow along in their books. assign pairs and tell them the title of the story aloud and ask the class what late to take turns choosing flaps on their question means. Elicit the phrases: What time do you have dinner? They meaning of late and get students to give examples of should ask and answer the questions.8 10’ the question dragon to open it. doing exercise.30.Student’s Book page 10 Now read the story in groups. they glue two phrases under say what the story is about.

1. Point out the box in the book and encourage students to draw a present for a friend or family member. looking at their books. encourage them to show their present to a friend and say why it is a good present. Now read the story in groups.Student’s Book page 11 fish and has got an aquarium. Complete the label. 5’ Ask students to complete the label. ask them why Monica’s family gave her a watch: to help her not be late. Ask the class if they like the ending of the story and encourage them to say why or why not. When they finish. Then. ask them questions: Who’s the story about? What problem has she got? What colour is her hair?. Finally. 2 Listen to the second part of Assign homework 5’ AB page 11 the story. Tell them about something that would be a nice present for someone they know: My sister loves Unit 1 . 15’ Assign groups and have them divide up the parts to read the story together. get them to switch roles and read the story again.9 and have them follow along with their finger. After you read 10’ Draw a present for a special person. Finally. 21 . invite a group to read and act out the story. Invite volunteers to tell the class about a nice present they can think of for a special person. After that. ask what Monica’s present is: a watch. Next. Encourage students to say whether or not they like her present. A new fish is a good present for her. etc. students draw a picture of much as possible about part 1 of the story without Monica using her new watch. They should write the name of the special person after To and their own name after From. invite students to open their books and look at the second part of the story.9 10’ Additional homework Give students two minutes to try and remember as In their notebooks. Play track 1. When they finish.

pass Materials: A map of the world. Ottawa. a dog sled.30. have them trace W e l c o m e the name of the country below the picture. Elicit the code for the first letter: B2. ask the class to complete the the animal: a beaver. photos around the photos and explain that Canada is of Ottawa and Toronto. 7. Encourage the class to make corrections if necessary.00. Then. ask them to aloud: Welcome to Canada! find the map and point to it. there are polar bears. Invite them is very cold in the winter in Canada. etc. bears. There are more than 5 million people. Next. in books. 10’ tell them to ask each other three questions about their daily routines: What time do you (have Invite students to look at the picture and identify breakfast)? Finally. Next. the national animal of faces according to how they feel about what Canada. wolves. give groups three minutes to write six more routines. Ask students: What time is it? Elicit the times. Then. the code. Check by getting volunteers to read their answers aloud. When they finish. moose Then. Have some volunteers write the times in words on the 22 board.Student’s Book page 12 page 12 in the corresponding spaces. The city with the biggest population is Explain to the students that throughout the Toronto. Do the same for the second letter in the mystery phrase. 10’ C a n a d a Refer students to the text and explain that these are facts about Canada. assign pairs and Decode the message. Light up the world Warm-up: Let’s talk about Canada. etc. Then. people use dog sleds the board. Sometimes. Read the first fact aloud and invite a volunteer to come to the front and point to the three oceans on the map. In some to say the names of countries that they know. Divide the class into six groups and give each group a sheet of paper. Tell . Tell them to trace the map with their finger. Finally. reindeer). t o Read and stick. 10’ and point to Canada on the map. 5’ letter they see in the box for B and 2: W. course. Ask them what Look and trace the name of the country. Ask a volunteer to come to the front to travel in the snow. them to find B and 2 in the table. they are going to learn about other Many people from other countries live there. Have the students look at the picture of the flag give them three minutes to decode the rest of the and ask them if they have ever seen the flag before phrase. write four times on the board: 1. Write get up on the board and elicit two other daily routines. Check by AB page 12 15’ reading the facts aloud and getting volunteers to describe the stickers. some Canadian animals a country in North America. It countries and how people live there. Next. Next. display the map and write Canada on and reindeer. have students read the rest of the facts and put the stickers for Unit 1 . invite a volunteer to read the phrase and where: on TV. Have one student in each group write the routines on the paper. Point out that there are many Answer Key: islands in northern Canada. places. have the class look at the table and they know. The capital city is (moose. Check what you know! Answer Key: Material: One sheet of white paper per group. Then. wolves.

invite volunteers to read the captions aloud. they should review narrator: and what sports do you do? the unit vocabulary with My spelling practice on child 1: my favourite sport is horse riding. it’s fantastic. remind them that they can do their narrator: in the summer.10 need. go through each step with them. 5’ activities and foods that they like. activities and Invite students to colour the pictures. Answer Key: Chinese whispers (see page 10) 10’ Now play Chinese whispers with daily routine vocabulary. Students Invite some volunteers to read the text and ask point to the corresponding pictures. summer camps in canada. they love it! they have different activities Unit 1 . thank you! three children: bye! 23 Read about a camping trip. horse riding and football.10 the first text. Get them to guess why he has a life jacket and a torch. Then. • read the instructions for the first activity with great! and what about art? students child 3: i like drawing and face-painting. 15’ Have students look at the photo of the boy. students if they have ever been to a summer camp.Student’s Book page 13 every day. three children: oh yes. Finally. invite a volunteer to read . • read the instructions for the next activity. Next. narrator: listen and circle. volunteers to read the items that they circled. Point out the icons and explain the additional materials that they track 1. narrator: hello! A friendly reminder three children: hi! It is advisable to create a stress-free and narrator: do you like camp? 1 supportive environment for taking a test. Before students are assessed. 10’ go to the island in the lake at night. Have fun! Assign homework 5’ AB My project page 13 Make a memory game.10 and have them circle the sports. Next. Refer students to My project and tell them the main materials for the craft. Tell the class to look at the pictures and say the Colour the pictures. 1. narrator: ok. play track 1. etc. children go to project with the help of their family. During the evaluation: narrator: ok. Accept all answers. Then. Materials: Two pieces of cardboard. Then. Check by getting compare their pictures with a friend. Elicit why the boy has the items: to Listen and circle. in the AB. • read the example and clarify doubts narrator: fine. horses are great! page 94 and the Time to check section on page 12 child 2: and i like football. and what do you have for a • ask a volunteer for another example snack? • assign time to complete the exercise child 3: i have a sandwich and a yoghurt. they snacks that the children like.

between. In something exists or doesn’t exist in a specific place. we only use one other place: The park is next to the shopping centre. and We form questions by switching there and the opposite to talk about the positions of buildings in verb to be. 2 In the city Objectives: • learn the names of city places • make rules with Don’t • ask and answer questions about the position of places • talk about what there is or isn’t in a city City places bookshop /"bUkSÅp/ ____________ museum /mjuÖziÖ´m/ ____________ bus station /"bøs steIÖS´n/ ____________ park /pA…k/ ____________ fire station /"faI´ steIÖS´n/ ____________ pet shop /"pet SÅp/ ____________ hospital /"hÅsÖpIÖt´l/ ____________ restaurant /"resÖt´ÖrÅnt/ ____________ library /"laIÖbr´ÖrI/ ____________ shoe shop /"SuÜ SÅp/ ____________ shopping centre /"SÅpÖIN sent´/ ____________ supermarket /"suÜÖp´ÖmAÜÖkIt/ ____________ cinema /"siÖnIÖm´/ ____________ toy shop /"tOI SÅp/ ____________ Prepositions of place There is / There isn’t In this unit. we use prepositions to talk about the We use There is or There isn’t to express that position of places in relation to each other. With the other prepositions. Unit 2 In this section. students will learn and practise how to talk about rules. With the preposition between. we use behind. The lighthouse keepers’ story 24 In this unit. we use two other places to describe the position of a building: The toy shop is between the supermarket and the restaurant. a city. That’s my jacket! • Don’t touch! • Don’t run! • Don’t walk on the grass! • Don’t talk! . this unit. next to. students will learn phrases and short exchanges used in everyday life.

Teaching tip Basic competences

There are times in a lesson when the amount In this unit, students will develop:
of noise or movement can make it difficult to • Interpersonal and civic competence by
concentrate. Here are some ideas for calming learning different strategies enabling them to
students down: calm down in class and participate in quiet
1) Play some soft music. Invite students to close time (TB p. 25). Learning `time out’ techniques
their eyes for a minute, put their heads down will help students to focus on how their actions
and focus on the music. Then, ask how the contribute to a positive community.
music makes them feel. Alternatively, play • Linguistic competence by identifying and
music in the background while students learning new city places vocabulary as well
do activities. You can also use music to cue as functional language for rules expressing
the beginning and end of activities so that prohibition (SB p. 14).
students know when to talk and when to listen. • Linguistic competence by listening to
2) Set period of time when everyone (including instructions and numbering places in the city
you) talks in whispers. as well as matching contextual information
3) Do some slow stretching. Get students to stand with negative commands (SB p. 15).
up and imitate you. Slowly roll your shoulders • Cultural and artistic competence by listening
in circles, forwards and backwards. Then, put to a rhythmic chant that facilitates the
your hands on your hips, stand with your feet memorization of question-answer structures
apart and slowly rotate your hips. Next, have when asking for directions (SB p. 16).
students carefully bend down to touch their • Processing information competence by
toes and hold the position for a few seconds. revising places in the city and maps (SB p. 17).
Finally, they very slowly bring the upper half • competence in Learning to learn by using music
of their body back up until they are standing to remember the school library rules (SB p. 18).
up straight and relaxed. Massages can also • Linguistic competence by associating different
help students to relax. types of nouns and classifying them into two
4) Show students how to massage themselves. categories (SB p. 19).
Rub your hands together until they are warm. • Interpersonal and civic competence by creating
Then, slowly massage your neck. Ask the a good citizen book where ticks and crosses are
class to imitate you. Repeat the procedure used to identify positive and negative behaviour
and gently massage your ears, cheeks and in the community (SB p. 20).
forehead. Finally, place your hands over your • competence in Knowledge and interaction
eyes and feel the warmth of your hands. with the physical world by reading a story
about a lost jacket and completing a map
describing where they looked for the jacket
(SB p. 21).
Value: Being a good citizen • Mathematical competence by associating
Being a good citizen means following the rules a number to a specific colour to complete a
and thinking about how your actions affect butterfly drawing using symmetry (SB p. 22).
other people. • Autonomy and personal initiative by
independently playing games like Hangman
Make a good citizen book. in pairs in order to revise places in a city (SB
p. 23). Pair work and following cues, such as
Unit 2

counting the spaces indicating the letters in
a word, help shy students gain autonomy in
their own learning development.
25

2 In the city
track 1.11
Warm-up: Word chains 10’ narrator: listen and repeat.
Write the following word chain on the board: narrator: library.

cat, table, egg, green. Ask students to look at the fire station.

words and tell them that there is a connection bus station.
museum.
between all the words. Invite the class to guess
hospital.
what it is: Each word begins with the last letter park.
of the previous word. Get students to say words restaurant.
to continue the chain: nine, eat, twenty, etc. cinema.

1 Look and stick. 15’
Assign homework 5’ AB page
Read the title of the unit and clear up any doubts.
Additional homework 14 ex. 1
Have the class look at the picture and describe what
they see: trees, streets, a fire engine, etc. Ask if they Students form the name of a city place by
can find these things where they live. Encourage glueing pasta to a sheet of card. Then, they
them to identify symbols they know: dinosaur, book, decorate it with magazine cut-outs or drawings.
swing. Then, tell them to use the stickers for Activity
1 on page 14 and get students to match the stickers
with the symbols. Tell them to compare answers with
a friend. Finally, get them to put the stickers in the
25’
corresponding spaces.
Draw a prohibition traffic sign on the board
Answer Key: (a red circle with a diagonal line through it).
Elicit where students see these signs and what
they mean. Then, have students look at the
signs in the book and identify city places where
they see them: a museum, the park. Invite two
volunteers to read the rules aloud and get the
class to shake their finger to emphasize that
Unit 2 - Student’s Book page 14

these are actions people should not do. Then,
have volunteers draw pictures of objects they
should not touch on the board: electric sockets,
sharp objects, paintings, etc. The other students
guess what the objects are. Finally, ask students
to look again at the second sign and invite them
to explain the rule. Accept all answers.

Listen and repeat. 1.11
15’
Stop (see page 10) 15’
Tell the class they are going to hear the names Now play Stop to practise affirmative
of the places on the stickers. Play track 1.11 and and negative instructions. Have fun!
invite students to repeat each word and point to the
26 corresponding picture. Next, whisper one of the place
names. Students point to the place that they think you
whispered. Encourage the class to guess the place. Assign homework 5’ AB page
Then, tell them the name of the place in a normal
Additional homework
14 ex. 2
voice. Do the same with other words. After that, mime
Students make a prohibition sign and label it
activities for a city place. For example: eating popcorn -
Don’t touch! Encourage them to draw a picture
cinema. Get students to guess where you are. Finally,
of a hand in the sign.
invite volunteers to mime places for the class to guess.

2 Listen and number. 1.12
10’
track 1.13
Invite the class to look at the picture of the city and narrator: listen and stick.
narrator: number one. shoe shop.
guess what is similar about all of the places: people
go there to buy things. Encourage students to guess number two. toy shop.
number three. bookshop.
the things people can buy in each place. Then, play
number four. pet shop.
track 1.12 and pause it after the first dialogue. Tell number five. supermarket.
students to guess which building the people are in number six. shopping centre.
and point to it in the picture. Have them write 1 in the
box next to the building. Play the rest of the track and
get students to number the remaining buildings. Play Listen again and repeat. 1.13
5’
the CD again for them to check. Check as a class by
saying key words about each place. Students say the Play track 1.13 again and ask students to repeat the
corresponding number: kite, robot, ball - 2. places and point to them in the picture.

Answer Key:
4 5 3

Colour and match. 10’

Tell students to colour the pictures. When they
finish, have them match the pictures to the rules.
1 2 6 Check by saying the name of the places and
getting volunteers to read the corresponding rules.

Answer Key:

track 1.12
narrator: listen and number.
narrator: number one.
girl: look at these boots!
boy: yeah, and these trainers are cool!
narrator: number two.
boy: mum, can i have a ball, a kite and a robot?
mum: no, you can’t! you can have only a ball.
boy: ok. thanks, mum.

Unit 2 - Student’s Book page 15
Wrap-up: Shopping list 10’
narrator: number three.
girl: look, it’s a book about dragons!
Material: One sheet of paper per team.
boy: wow! i love books! Write toy shop on the board and invite the class
narrator: number four. to name things you can buy in a toy shop: kites,
girl: oh, look at the rabbits. they’re fantastic! dolls, cars, etc. Then, divide students into teams
boy: yeah, but my favourite is the dog. and hand out the paper. Write pet shop on the
narrator: number five. board and give teams four minutes to write the
girl: dad, what’s on the shopping list?
names of things people can buy in a pet shop.
dad: apples, carrots, eggs and orange juice.
When time is up, get teams to read out the
girl: and biscuits? please, dad!
dad: oh ok, biscuits, too!
items on their lists. Teams get one point for each
narrator: number six.
correct item. Do the same with supermarket.
girl: you can buy furniture, toys, clothes The team with the most points at the end wins.
and shoes here.
boy: and there’s a restaurant, too.

Assign homework 5’ AB 27
Listen and stick. 1.13
10’ Additional homework page 15
Pictionary pages 96 and 97. Students read the
Tell students to use the stickers for Activity 2 on page
names of the vocabulary items and draw a
15. Play track 1.13 and tell them to decide where each
picture for each.
sticker should go. Then, have them put the stickers in
the corresponding spaces in the picture. Finally, play
the CD again for students to check their work.

Next. stand opposite each other. Tell them find the difference in the examples: With next to. Then. 10’ 3 Listen and chant. Then. whether the sentences are true or false. Assign homework 5’ AB page 16 Additional homework ex. Then. Elicit the names of the map in Activity 2. Students say that opposite and behind also only use one place. Play track 1. Elicit examples about the class: T: Where’s (Celia)? Answer Key: Ss: She’s (behind Charlie). Assign pairs and tell them to take turns asking each other about the positions of the places. divide up.Student’s Book page 16 some volunteers the positions of some places. Do the same with the other prepositions. Tell two volunteers to stand time and ask students to join in. play the CD we explain the position of the cinema using one again and ask them to put the stickers in the spaces. other place (the museum). After stand next to a friend. switch roles and repeat. Students write The library is between the toy boy: where’s the cinema? shop and the restaurant in their notebook and girl: it’s between the museum and the library.15 10’ Ask students to look at the pictures and invite Read the title of the chant and invite the class to volunteers to read the prepositions aloud. 2 Listen and stick. .15 and have students students to guess what the phrases describe: the follow along in their books.14 narrator: listen and stick. Say opposite and tell them to that. 1. Play the chant a second position of the buildings. Encourage look at the picture. draw a picture to illustrate it. the library). One group chants the other. Ask the class to get students to find a place for each sticker. 2 track 1. to compare ideas with a friend. boy: where’s the school? girl: it’s next to the toy shop. 10’ Have students look again at the map. When they finish. Say next to and have them stand next to each the class into two groups.14 and the example answers aloud. 28 Assign homework 5’ AB page 16 Additional homework ex. boy: where’s the fire station? girl: it’s opposite the library. With between. Add The cinema is opposite the toy shop. play track 1.14 15’ 10’ Have the class look at the map and say the names of Invite a volunteer to read the example question the city places they see. we use Check by saying the positions of different places: two other places (the museum. tell students to use the aloud and tell students to point to the cinema on stickers for Activity 2 on page 16. have the rest of the class stand up and questions and the other chants the answers. Have two volunteers read the places on the stickers. Look at the map and ask a friend. 1 Students write two prepositions in their notebook and illustrate them. Then. 1. ask Unit 2 . It’s next to the toy shop 1 Look and read. boy: where’s the park? girl: it’s behind the hospital.

3 write the name of the place under the photo Students write three city places in their notebook with the help of his / her team.(Museum of Modern Art). . invite some volunteers to read their sentences aloud. cinema. have a volunteer the name of each place and getting students to raise read the second example sentence. 15’ boy: look! this is my city. The other student asks local city places. supermarket.there isn’t a toy shop.Student’s Book page 17 Answer Key: there isn’t means that something does not exist. Tell students to find a similar sentence on the page and their hands if the place has a 3. get them to switch roles and repeat. 4 city. Have are in the boy’s city with a 3.. Then. there’s a museum and there’s a describe their city: There’s a (supermarket). play sentence. divide the class into four teams invite a pair to act out a dialogue for the class. a map of an alien Additional homework ex. Next. supermarket but there’s a shopping Then.(Great labelling the picture correctly.(Superfood). 1. 1. Finally. Then. an alien. They mark one city place with a 3 and the other with an 7. Then. there’s a pet shop Invite the class to say some places in their city but there isn’t a toy shop. Write about your town or city. display them on the finish. Assign homework 5’ AB page 17 If a student guesses correctly. students choose two city volunteers read the dialogue aloud. outs. Ask students to name the buildings: hospital. Next. have students write two sentences to centre. toy shop. Tell students to find a similar sentence track 1. pet shop 3 hospital 3 toy shop 7 museum 3 After that. and invite one volunteer from each team to the board. Check by reading means something exists.16 and have students mark the places that on the page and circle it: There’s a pet shop. have two In their notebook. When they at them carefully. There isn’t a (cinema). There isn’t a (shopping centre). 5 Read and point to the map.16 15’ Ask students to look and describe the scene: A boy is talking about a city he made with boxes. Teams win one and find the name of a real place for each: point for a correct guess and one point for supermarket . he / she should Additional homework ex. museum . Explain that Unit 2 . Salads). they label the pictures: There’s a (toy shop).16 track narrator: listen and mark. Next. there isn’t a or neighbourhood and write them on the board. Act out a similar dialogue with a friend. Remind students that they can use short answers. 5’ Invite the class to look at the pictures and describe AB page 17 29 Assign homework 15’ what they see: a girl. The volunteers raise their hand to guess the place. board. him / her about the places in the map of the alien city. hospital. restaurant . underline it: . get volunteers to read the question and answers. 4 Listen and mark (3 or 7). Nod for the affirmative example and shake your head for the negative example. Then. Point out that there and the verb to be supermarket 7 shopping centre 3 switch places in the question.. 20’ Warm-up: Guess where I am 15’ Divide the class into pairs. Finally. Get the Invite a volunteer to read the first example class to point to the pet shop in the picture. Invite them to identify the buildings. Pass around the photos and tell students to look Encourage them to act out the dialogue. Describe one of the city places. read what the 15’ boy says aloud. They mark the places them point to the pet shop and elicit that there’s that are not in the city with a 7. Have one student in each Materials: Photos or advertisements from five pair pretend to be the alien. Tell students to places and illustrate them with magazine cut- point to the place that is in the alien city: the cinema.

Time to practise! Complete the rules. Mime each action and encourage the class to imitate you. 20’ Chinese whispers (see page 10) 15’ Refer students to the Library rules sign.17 and have students point to the children as In their notebook. don’t eat in the library. Then. it with a sentence: The (park) is next to the miss jones: are you drinking water. narrator: number four. Tell them to track 1. girl 4: oops. narrator: number two.Student’s Book page 18 and student B looks at page 117. Accept all answers. Don’t walk on the grass!. Assign student A and student B. Additional homework ex. 1 Pair work 15’ 3 2 Divide the class into pairs. girl 1: ok. 1. Finally. 1. please! don’t run in the 30 library. elicit the rules. play Additional homework ex. play the CD again museum. miss jones. 1 track 1. boy: sorry. Tell them to Now play Chinese whispers with rules: complete the rules according to the actions for each Don’t touch!.18 15’ Tell the group that they are going to hear a song eat about library rules. miss jones. 2 girls 2 and 3: yes. Play track drink 1. in the picture. Encourage them to draw themselves in the library. etc. don’t talk in the library. miss jones: oh andrea. Invite them to say what the Assign homework 5’ AB page 18 children are doing. the table: Where is the (shopping centre)? miss jones: who’s eating? oh. Check and add three rules: Don’t (run)! Don’t (touch)! by describing the children in the picture and getting Don’t (eat)! volunteers to say the corresponding number. Have students look at the song Don’t and count the rules: There are eleven rules. Next.17 take turns asking and answering questions narrator: listen and number. students draw a sign for a the librarian talks to them. Have the class look at the picture and ask where the children are: in the library. sorry. miss jones. play the track again and invite students to sing along. Then. Have fun! number. carl? don’t drink (hospital). tania. miss jones: what do we do in the library? children: we read! hurray! . Student A looks at page 112 Unit 2 . Students draw a picture of a city place and label narrator: number three. Next.17 15’ those places. miss jones: who’s talking in the library? laura and Assign homework 5’ AB page 18 charlotte. They write Welcome to the museum! and have students number the boxes in order. Encourage students to say whether or not they follow the rules in 1 Listen and number. to complete their map with the city places in narrator: number one. invite the class to say other places with those rules.18 and have them follow along in the book with their Don’t 4 fingers. Answer Key: 2 Sing a song.

a paragraph to describe the picture. Ask what the children’s names are.Student’s Book page 19 for common nouns. Thursday Bulletin board idea 10’ Complete the nouns. pins. Point out that some are capital letters. Then. they draw a scene with two the table. a kite. María. the kind of nouns that have capital letters: proper nouns. Check by eliciting the words When they finish. 5’ Materials: One sheet of paper per group. Jan. refer the class to the paragraph with the missing information. at the park. Tell them to fold the paper in half. Explain that there are two kinds of nouns: common nouns and proper nouns. once. sofa. describe the picture. have them write a first word: orange small letter o. All letters are used. They should use the first paragraph as a guide. 10’ finish. have them check them with a friend. get them to exchange papers and getting volunteers to say the missing letter for the with another group. Have them look at the proper nouns and invite them to suggest the girl’s name. cat. Tell them to work together to complete the paragraph according to . display the pictures and give students time to read and look at each Answer Key: other’s work. Tony. the day of the week. Check by having a Answer Key: volunteer read his / her paragraph aloud. what day it is and what toy they have got: Peter. thing. Elicit children. cat. dog. Time to write 1 Read and colour. tell them to write colouring the bubbles. paper. Elicit the first sentence: My name is Peter. Finally. Then. have students finish where they are: at a book shop. 10’ the information in the picture. Remind them to include the same information Explain that students should choose lowercase letters as in the pictures in the book: the children’s Unit 2 . Point out that proper nouns are always names name name is Saturday On Thuesday I go to that begin with a capital letter. cake Proper nouns: Diana. o S E s T O Assign homework 5’ AB page 19 2 Look and complete. where they are. Monday. Check as a class by inviting volunteers to read the common nouns Invite the class to look at the second picture and elicit and the proper nouns aloud. Answer Key: animal or idea. have them complete the words with the letters from top half of the paper. Common nouns: shoe. 10’ 31 Divide the class into pairs and invite them to look at the picture. tell students to use a green crayon to kite We a book mark the bubbles with common nouns and a red crayon to mark the bubbles with proper nouns. On the Then. When they finish. Then. When they Look and write. Refer students to the common nouns in the table and elicit the examples: crayon. They can use each letter more than names. Have them look at the examples in the bubbles. and an action. Accept all answers. Finally. place. Saturday. invite volunteers to read the paragraph aloud. Divide the class into groups and hand out the Tell students to look at the pictures and guess the words. and whether the item is paragraph on the bottom half of the paper to a common noun or a proper noun: It’s a common noun. Then. Elicit the other example: park John the bookshop with Ines Tuesday. Write NOUN on the board and encourage students to guess the meaning: A noun is a person. It should be in one of the city places.

The lighthouse keepers’ story
Before you read 5’ Value: Being a good citizen
Solve the crossword puzzle. Make a good citizen book. 20’
Have students look at the pictures Materials: One photocopy of craft template 2
and identify the items. Point out the arrows (see TB CD-ROM), crayons, scissors, a stapler.
and tell students to follow the arrows to the first Write CITIZEN on the board and encourage
space of each word. Then, tell them to solve the the class to guess what it means: a person
crossword puzzle individually. When they finish, from a city or a country. Explain that good
they should compare answers with a friend. citizens obey the rules and think about how
their actions affect other people. Then, hand
Answer Key: out the materials and have students colour
the pictures. When they finish, tell them to cut
out the pictures. After that, help them to staple
the pages together to make a book and refer
j
p
students to the boxes on each page. Have them
b a
i c e c r e a m look at each picture and decide whether or not
k k r they show actions for good citizens. If the action
e e k
t
is good, they should make a green 3 in the box.
If the action is bad, they should make a red 7
in the box. When they finish, tell them to draw
their own good action and bad action on the
1 Listen to the first part of blank pages. Remind them to mark the pages
with a 3 or an 7. Finally, invite them to show
the story. 1.19
10’
their good citizen book to a friend.
Invite a volunteer to read the title of the story. Then,
have students look at the first picture and point to
the jacket. Get them to describe it: It’s red and black.
Explain that the boy with the jacket is called Tom. Assign homework
Next, play track 1.19 and have students follow along
5’
AB page 20
in their books. Ask who Tom thinks has got his jacket.
Additional homework
Students stick plasticine onto a sheet of
Unit 2 - Student’s Book page 20

Tell them to look at the pictures carefully and elicit
cardboard to make a picture of Tom’s jacket.
where the jacket really is: on the ground / behind
the park bench. Play the CD again and encourage
students to read along with the characters.

Now read the story in groups. 10’

Divide the class into groups and have them choose
roles in the story: Tom, Mum, and the narrator. Tell
them to read the story aloud. Encourage them to use
emotion in their voices. When they finish, they switch
roles and read the story again.

32

2 Listen to the second part
After you read 5’
of the story. 1.20
15’
Draw the route from the story.
Invite the class to say what they remember from Have students look at the map
the first part of the story. Then, encourage them to and identify the places they see: the park, the
guess what will happen in the second part of the bus station, a shop, a restaurant, an ice cream
story. Have students open their books and look at the shop. Elicit the places Tom went in the story.
pictures. Tell them to point to Tom’s jacket in each Then, have students draw Tom’s route on the
scene. Next, play track 1.20 and have them follow map. When they finish, tell them to compare
along in their books. Encourage them to mime how maps with a friend.
Tom and the other boy feel in the third scene. Then,
get them to mime how they feel in the last scene. Answer Key:
Now read the story in groups. 20’

Divide the class into groups. Have them choose roles
and read the whole story aloud. Encourage them
to act out the story as they read. After that, invite
groups to act out the story for the rest of the class.
Finally, tell students to close their books. Read out
lines from the story and encourage volunteers to
identify who says them.

Assign homework 5’ AB page 21

Unit 2 - Student’s Book page 21

33

Light up the world
Warm-up: Let’s talk about Italy. 15’ Italy is a very old country and the capital city is
Materials: A map of the world, a Rome. Two thousand years ago, Rome was the
photo of an Italian village, photos of Italian foods most important city in Europe.
including pizza, lasagna and spaghetti. It was the capital of the Roman Empire that
Display the map on the board and invite a stretched from northern Africa and the Middle
volunteer to find Italy and point to it. Invite East to Spain and England. Point to these areas
volunteers to come to the front and point to their on the map. Many Roman buildings still exist
country on the map and see how far it is from in many different countries. The Romans also
Italy. Explain that Italy is in Europe. It touches the invented many things, such as concrete and
Mediterranean Sea. Trace Italy on the map with toilets. Nowadays, Italy is famous for its food. Pizza,
your finger and encourage students to say what lasagna and spaghetti are popular Italian foods
the country looks like: a boot. The island at the tip all over the world. Italians have a word that can
of the boot is called Sicily. mean hello or good-bye: ciao! People in other
Pass around the photos and tell the class that countries also use ciao to say goodbye.

tell them to colour the butterfly mosaic according to
Read and match. 5’
the numbers. When they finish, have them compare
their picture with a friend.
Invite a volunteer to read the first sentence aloud.
Elicit the picture that matches the sentence: the
map of Europe. Then, tell students to read the
sentences in their book and match them with the
AB page 22 15’

other pictures. Check by describing each picture
and getting a volunteer to read the corresponding Check what you know!
sentence. Point out that the building in the first Materials: One sheet of white paper per team,
picture is the Roman Coliseum. It is more than two Unit 2 vocabulary word cards, a coin, classroom
thousand years old. objects.
Prepare word cards for the vocabulary they
Answer Key: learned in the unit. Divide the class into teams.
Unit 2 - Student’s Book page 22

Hold up the word cards and get students to say
the words. Then, hold each card so that the
students cannot see it. Describe items people
see in each place. The first team to guess each
place wins a point. Next, draw a prohibition sign
on the board and ask students what it means:
Don’t. Point to the sign and mime running. Elicit
Don’t run! Do the same with other actions. After
that, write the prepositions on the board. Stand
next to a student and say I’m next to (Lucy).
Read and look at the mosaic. 5’ Then, invite the student to describe his / her
position with a different preposition: I’m behind
Have the class look at the picture and explain (Maria). Continue with the other prepositions.
that mosaics are pictures made from small pieces For sentences with between, flip a coin to
of rocks, tile or glass. The Romans made many decide which student continues. After that, put
34 mosaics of people and animals. Invite a volunteer classroom objects on your desk and ask students:
to read out the information about the mosaic. Is there a (book)? Then, invite volunteers to say
sentences about the items: There’s a (pencil).
Colour by number. 10’ There isn’t a (school bag.) Finally, ask the class
to complete the faces according to how they feel
Ask students to identify the animal in the picture: about what they know.
a butterfly. Refer them to the table of colours and

Ask students whether or not they would like to live in Venice. they should review track 1. it’s brown. and explain the additional materials that they Answer Key: need. Then. Finally. go through each step with them. Before students are assessed. Read about Venice. all gondolas in the AB. coloured paper. Do the same with the rest main materials for the craft.21 and pause it Make a shop. compare pictures with a friend. During the evaluation: are black.21 Now play Hangman with city places Listen and stick. Get students to hold up the Materials: One shoe box. Help with meaning as necessary: An ambulance takes sick Assign homework 5’ AB people to the hospital. Then. 10’ Refer the class to the scrambled words and explain 35 that they are names of city places. there’s an ambulance. Assign pairs and tell students to unscramble them and write the letters on the spaces. Point out the icons of the stickers. play track 1. • ask a volunteer for another example there’s a bus.Student’s Book page 23 supportive environment for taking a test. 5’ Follow the lines and draw. after the first description. 10’ Have the class look at the picture and get them to Tell students to follow the coloured lines to the describe what they see. • read the instructions for the first activity with it’s red and yellow. Then. invite a volunteer boxes. Have fun! Get volunteers to read the words aloud. page 94 and the Time to check section on page 22 man: my boat is a gondola. Unscramble the names of places. Answer Key: fire station shoe shop restaurant . Next. etc. A friendly reminder 2 It is advisable to create a stress-free and Unit 2 . When they finish. look. get other volunteers to read the rest of the information aloud. Check by getting volunteers to read the names of the places. • read the instructions for the next activity. They draw a boat for each city place in the to read the first part of the text aloud and tell corresponding box. sticker of the ambulance boat. tell students to use the page 23 stickers for page 23 and to guess which boat goes My project in each space. Hangman (see page 10) 10’ 1. Then. have them students to point to the gondola in the picture.21 the unit vocabulary with My spelling practice on narrator: listen and stick. 10’ vocabulary. can you see it? it’s black • assign time to complete the exercise and white. • read the example and clarify doubts that one is a taxi. students the police boat is blue and white. remind them that they can do their project with the help of their family. Have them put it in Refer students to My project and tell them the the corresponding space.

36 . students will learn phrases and short exchanges used in everyday life. use can / can’t to talk about animals’ abilities. In this section. • I think it’s cute. To form questions. 3 Animal adventure Objectives: • learn the names of animals • learn ways to express feelings about animals • talk about animals’ abilities using can / can’t • talk about animal habits using the present simple Animals bat /bœt/ ____________ leopard /"leÖp´d/ ____________ butterfly /"bøÖt´ÖflaI/ ____________ lion /"laIÖ´n/ ____________ crocodile /"krÅÖk´ÖdaIl/ ____________ monkey /"møNÖki/ ____________ elephant /"eÖl´Öf´nt/ ____________ ostrich /"ÅÖstrItS/ ____________ frog /frÅg/ ____________ snake /sneIk/ ____________ gorilla /g´Ö"rIÖl´/ ____________ turtle /"t‰ÜÖt´l/ ____________ hippo /"hIÖp´U/ ____________ zebra /"zeÖbr´/ ____________ Can / can’t Present simple We use can / can’t to express ability. • I don’t think it’s scary. The lighthouse keepers’ story In this unit. The structure In this unit. In this unit. we use the present simple to talk about is subject + can / can’t + infinitive. we animals’ habits. we use can + subject + infinitive. Unit 3 • I think it’s scary. students will learn and practise ways The turtle and the rabbit to express how they feel about animals.

the greatest sum by adding (SB p. 25). can also be extended. stress and language (TB p. • Linguistic competence by recognising 3) Do not be afraid to look silly. 26). 37 . providing useful models chants / songs in order to memorize grammar. students usually to store information in their long term memory. too. They stay in students’ participating in singing along with class memory for a long time. They also help vocabulary. and then by listening to information (SB p. Here learning wild animal vocabulary as well are some important things to keep in mind when as functional language for describing the working with songs and chants: animals (SB p. a song as a model (SB p. 29). activity (SB p. enjoy learning them. 31). 28). as a way to practise and consolidate new You can provide even more enjoyment by knowledge (SB p. Music helps enable students intonation. they will and overconfidence (SB p. 4) Avoid drawing attention to students who do • Processing information and digital not participate well. and valuing their own worth by participating in personalised activities and receiving praise (SB p. pronunciation and functional students to practise pronunciation. Students will achieve more • Linguistic competence by knowing themselves and have a good time doing it. Unit 3 In this lesson. 33). so try to show students that knowledge through practising spelling. • Mathematical competence by associating symbols with numbers in order to calculate Make an animal mobile. children also learn interesting facts about China. Teaching tip Basic competences Songs and chants are an extremely effective In this unit. especially when students seem shy. for them to use in the future. They will probably join in competence by using new technologies if they see other students having fun. Students will information and using it in a guided speaking follow your lead if you are confident. 30). 1) Keep it happy! This is a time for the class to • Linguistic competence by consolidating have fun together. • Interpersonal and civic competence by Value: Caring about endangered species listening to Aesop’s fable The Turtle and the Caring about endangered species is important Rabbit that focuses on values such as stamina because if they are not protected. Some songs and chants guessing game about animals’ identities. students encouraging students to use different voices or use the class CD to participate in a model mime certain actions. as you enjoy the activity. • competence in Knowledge and interaction with the physical world by testing student’s knowledge about Pandas by reading. grammar and • competence in Learning to learn by language functions. well as practising talking about feelings using 2) Provide lots of praise and encouragement. Most importantly. 32). • Cultural and artistic competence by reading about Chinese tangrams and then creating their own tangram cat (SB p. 37). Use the their own personal criteria to describe and songs and chants to make your classes dynamic draw an animal riddle (SB p. In this activity. and memorable. 24). 27). students will develop: way of teaching vocabulary. disappear forever. Students make their own • Autonomy and personal initiative by using verses by substituting some vocabulary. This can raise the level of • Linguistic competence by identifying and involvement and motivation for the group.

a part of one of the animals on the board: the boy: it’s jumping. it’s a leopard. at least once. Assign homework 5’ AB page 24 narrator: number two. Then. zebra. girl: it’s eating. Then. After that. draw another part of the animal. Have a volunteer read the title of the unit and tell the leopard. 1 and tell students to use the stickers for Activity 1 on page 24 and guess which stickers go in the spaces.Student’s Book page 24 Answer Key: 25’ Material: One sheet of white paper per student. Play the CD again and have them guess before the picture is completed. track 1. Next. 1 Listen and stick. 1. 3 Animal adventure girl: it’s playing with water. play the track a third time and have one point. cute. invite a volunteer from Play track 1. Continue until all teams have played students repeat the words and mime the animals.22 and get students to hold up the stickers for each number. say fast and mime running fast. Demonstrate the meanings with gestures and facial expressions. the team repeat the names and point to each animal in the gets two points. Refer students to the words scary. say each word and get the class to repeat and mime it. girl: it’s sleeping. board. divide the class into teams. hippo. Remind them to write their name on the paper. Then. they get picture. Unit 3 . it’s a zebra. encourage students to guess the meanings of scary and cute.22 narrator: listen and stick. Ask them to point to the heading and explain that savannah is AB page 24 a type of land in Africa. Write them on the girl: it’s climbing a tree. elephant. animals of the savannah.23 and tell students to listen to the names one team to do the same. Finally.23 10’ already guess it. Invite students to say the names of animals they narrator: number five. etc. have them put the stickers in the corresponding spaces.23 narrator: listen and repeat. Warm-up: Guess the animal 15’ narrator: number four. fast and slow in the book and invite a pair of volunteers to read the dialogue. Display 38 the pictures in the classroom. hand out the paper and tell students to choose one of the words and draw an animal to illustrate it. Have them say an animal that is slow: turtle. Finally. They guess again. it’s a turtle. play track 1. track 1. If they do not guess correctly. trunk of an elephant. Students use plasticine to make one of the narrator: number three. . think the animal is. Students say what they narrator: number seven. fish. know: cat. boy: it’s swimming. it’s an ostrich. it’s an elephant. Draw narrator: number six. ostrich. class that they are going to learn about animals that live in the savannah and in the jungle. 2 boy: it’s running. If they guess afterwards. Divide the class into pairs Assign homework 5’ ex. it’s a lion. parrot. turtle. finish the drawing to complete the animal and elicit the name if students did not Listen and repeat. Then. Additional homework ex. Then.22 15’ lion. If his / her team can of the animals. Finally. 1. narrator: number one. dog. it’s a hippo.

b-u-t-t-e-r-f-l-y. narrator: number five.Student’s Book page 25 boy: gorilla. boy: bat. track 1. lots of plants and animals. l. first animal in the picture and play track 1. Pictionary pages 98 and 99. c-r-o-c-o-d-i-l-e. narrator: number six. Then. play the rest of the track and tell the class to listen and complete the other animal 3 Sing a song. b r y n k Talk about the animals with r l a friend. have them compare Tell the class to look at the song about the jungle. Assign homework 5’ AB page 25 narrator: number one. Explain that a jungle is a tropical forest. narrator: gorilla. answers with a friend. Students read the girl: snake.24. r o e Then.25 5’ Play track 1. Then. Get the whole class to sing the last verse together. it and elicit the missing letters to complete its name: gorilla . 10’ Refer students to the picture and invite volunteers to say the names of the animals. g-o-r-i-l-l-a. girl: monkey.25 narrator: listen and repeat. b-a-t. f-r-o-g. frog. play the CD again and have students point to each animal as they say its name.24 10’ track 1. When they finish. picture for each. narrator: number four. 2 Listen and complete. 1. Listen and repeat. play the track again and invite students animal and spell it.26 and have them follow along with their and getting volunteers to read out the name of the finger. There are butterfly.26 10’ names. . snake. Additional homework Unit 3 . invite volunteers to say the names of animals for you to mime. Check by saying a number Play track 1. divide students into two groups and have them each sing and act out one verse. Switch verses and repeat. Finally.25 and have students repeat the names 39 of the animals. boy: crocodile. Act out the words and encourage Answer Key: the class to imitate you. Point out the heading Jungle and read it aloud. Next. to sing along. divide the class into pairs and tell them a t to point to animals and talk about them: (lion) - o k r g I think it’s scary. Then. s-n-a-k-e. boy: butterfly. 1. Pause crocodile. monkey. names of the vocabulary items and draw a narrator: number three. narrator: number seven.22 narrator: listen and complete. m-o-n-k-e-y. Have students look at the bat. 1.r. narrator: number two. girl: frog.

28 10’ that we use it to replace the name of the animal. write a sentence with can or can’t. Next.27 15’ girl: oh. ask about each animal and get read the question and answers. Check by eliciting the sentences in order. zoologist: no. it can. can it run and jump? stickers for Activity 1 on page 26. 10’ narrator: listen and check. Then. One group chants the questions and and fly. After that. Have them find another animal in the chant: dolphin. it can’t.Student’s Book page 26 Answer Key: 7 3 7 7 3 5’ 7 3 3 3 3 Refer students to the first sentence. girl: can it jump? Assign homework 5’ AB page 26 zoologist: no.28 Draw an animal and write. Next. 15’ students to follow along in their books. play track 1. ex.29 15’ oh. divide the class Tell students to mark an 7 in the table for penguin into two groups. have them compare their work with a friend. Explain that we use can / can’t to talk about abilities. boy: i’ve got some questions. Then. zoologist: yes. ask about the animals and complete the table. invite volunteers to answers.28 and tell students to check their sentences: monkey. it can’t. girl: can it swim? . and get them to put the stickers in the corresponding boy: can it climb? can it swim? spaces. divide the class into pairs. Have the class look at the pictures and identify what can a penguin fly? the monkey is doing. tell them to use the boy: ok. it can jump. it can’t. 3 Listen and chant. Unit 3 . Shake your read the names of the animals. to check if they were right. 2 girl: can it climb? zoologist: no. say Listen and check. Invite students to draw a picture of an animal and girl: excuse me. too. it can climb and swim. Next. Invite the class to chant along read the girl’s question aloud.29 and get 2 Ask a friend and mark (3 or 7). it can.27 narrator: listen and stick. Invite students to look at the picture and name the animal: zebra. it can. 1 track 1. thank you very much. boy: wow! thank you very much! Answer Key: zoologist: you’re welcome. 1 Listen and stick. they switch roles and repeat. Explain that Can volunteers to say Yes or No. Play the CD again zoologist: yes. 1. it can. track 1. it can’t. Then. it can’t. Play the CD Refer students to the table and invite volunteers to again and nod your head for Yes. Play track 1. Ask students what animal it replaces in these Play track 1.27 and tell students zoologist: no. 1. and imitate your actions. Assign homework 5’ AB page 26 ex. i’ve got some questions. have a student head for No. Finally. Tell them to the other group the answers and does the actions. girl: ok. comes before it in questions. can it run? zoologist: yes. it can’t fly. Then. narrator: look! the monkey can climb. 1. Can an elephant swim? zoologist: yes. Elicit the answer: No. good! it can swim. When they can an elephant fly? 40 finish.

. -- monkey Play a guessing game with a friend.30 15’ from Activity 5 on the board. narrator: yes. boy: does it eat plants? girl: no. play track 1. narrator: listen and number. it does. Tell them to unscramble the question and boy: does it live in the savannah? girl: yes. they narrator: yes. it doesn’t. boy: does it eat meat? girl: no. it does. It eats meat. Then. students write a question and narrator: can you guess? what animal is it? an answer about an ocean animal. it does. it doesn’t. Finally. invite a volunteer to read the sentences on the green paper. it does. girl: does it eat meat? boy: yes. Tell them to write 1 next to the zebra. narrator: can you guess? what animal is it? Have the class look at the pictures of the animals narrator: yes. Invite a volunteer to read Unit 3 . girl: does it live in the savannah? 4 Read and match. -. it’s a lion! bravo! and guess what they eat. When they finish. eats. it doesn’t. 3 Answer Key: It lives in the sea. The other student asks animals. Explain that we use -s at the end of the verb 3 1 because it is singular. Elicit the name of the animal: shark. Answer Key: Does it eat meat? No. Tell students to read the other pairs of sentences and Assign homework 5’ AB page 27 match them to the animals. have two students read the answers.shark It lives in the savannah. 10’ Answer Key: Have students read the example sentences and elicit the verbs from each: lives. Additional homework ex. 1. Then. we use does / doesn’t in these answers. -. Ask 2 how many zebras there are in the sentence: one. Pause it after the first set of clues. write the answer on the line.30 questions we use the infinitive of the verb. it does. In their notebook. 4 boy: does it live in the sea? girl: yes. Play the CD and have students number the photos. Point out that in track 1. Divide the class into pairs and have them questions to guess the animal. 10’ boy: yes. Check. Check. boy: does it eat fish? Assign homework 5’ AB page 27 41 girl: yes. 5’ boy: does it eat plants? Have the class look at the picture and identify the girl: yes. it does. and tell students to follow along in their books. Explain that narrator: number one. it’s a zebra! bravo! narrator: number two. ex. Ask what it means in the second example: the zebra. Accept all answers. assign pairs and tell one student in each pair to choose one of Refer students to the photos and elicit the names of the the animals on the board.30 some volunteers questions to guess their animal. animal.leopard It lives in the jungle. narrator: number three. It eats plants and insects. it’s a dolphin! bravo! draw the animal. Invite volunteers to narrator: can you guess? what animal is it? read the question and answer aloud. It eats fish. Ask the class which animal it is: the zebra. Then.Student’s Book page 27 the question aloud and explain that we add Does to make the question form. Then. 15’ Invite three volunteers to write the names of animals 5 Listen and number. Unscramble and answer. ask discuss what each animal eats.

students compare 2 Read the riddle and look. get a volunteer to read the next sentence. It eats fish. They read their friend’s riddle and the class into pairs and tell them to complete the other solve it: It’s a (monkey). turtle. After that. zebra. 10’ Invite the class to say the names of the animals. hippo. they return the book volunteers to mime the descriptions. They can also make animal sounds and It can It can’t It can’t mime. Invite students to circle the animals that it Students find a magazine cut-out of an animal and describes: elephant. It can swim. students draw a picture of 42 the animal in their riddle. hippo. ostrich. Say a riddle: It lives in the ocean. Answer Key: Pair work 15’ It can’t It can Divide the class into pairs. Finally. elicit the animals it describes. Finally. 15’ Solve your friend’s riddle. Then. 15’ Tell students to choose an animal and write their own riddle. they write the names on the lines. dolphin. Students guess the animals and draw them in the squares. . elephant. Check by saying the number and getting of the animal. It has got Then. a volunteer read the last sentence and encourage the class to guess the animal. Student A looks at page 113 and It can’t It can student B looks at page 117. 1 In their notebook. Assign homework 5’ AB page 28 Additional homework ex. Next. zebra. Have make a riddle about it to bring to the next class. Time to practise! 1 Complete with It can or It can’t. 2 leopard. to their friend. Finally. divide to exchange books. Write an animal riddle.Student’s Book page 28 have a volunteer read the boy’s answer: It’s an ostrich. refer students to the first description and get a a long nose. Invite the class to guess the animal: It’s a volunteer to complete the first sentence: It can’t swim. 15’ books to check their answers. Write them on the Assign homework 5’ AB page 28 board: lion. Additional homework ex. divide the class into pairs and tell them Do the same with the other two sentences. ostrich. Assign student A It can It can’t and student B. turtle. They should draw a picture descriptions. Tell them to give It can clues about each animal for their friend to It can It can’t guess. It is grey and white. Unit 3 . After that. Encourage them to use the example in Activity 2 as a guide. Then. Accept all answers. When they finish. Ask students to look at the girl’s riddle and invite a volunteer to read the first sentence aloud. Model answer: It lives in the sea. encourage them to show the animal picture they drew for homework.

When they finish. divide the class Materials: One sheet of white paper per group. Then. 15’ Refer students to the box and tell them to draw one of the animals from this unit. Model answer: It’s a duck.Student’s Book page 29 Encourage them to check if the description includes all of the information. tell them to complete. It lives in the jungle. It eats leaves. have them exchange descriptions with a friend. Draw a simple line drawing of a snake on the Then. they show each other the magazine cutouts of their board. Finally. invite the class to give it a name. It eats snails and fish. It lives in the savannah. It’s a zebra. get them to write a description of the animal. draw a new animal using three animals from this the sentences with the information. spelling and capital letters. display the pictures on the bulletin board and Answer Key: encourage the students to look at each other’s work. Next. It can run and jump. It has Invite volunteers to read the information about zebras got a yellow head and a red and green body. Assign homework 5’ AB page 29 Draw and write about an animal. When they finish. Unit 3 . Give it a lion’s head and a butterfly’s animals. invite some volunteers to wings. invent facts about the new animal: book and get them to say the name of the animal: zebra. It can’t swim. animal. into pairs and tell them to read their riddles to each other. Then. cats. refer the class to the picture in the animal. Remind them to also check punctuation. divide and elicit the names of other animals with stripes: tigers. Finally. in pairs. Then. Tell the class that it is a new animal. It can fly and swim. Next. Then. It lives in the lakes and oceans. 43 . Time to write 1 Look and complete. After aloud. etc. 15’ Bulletin board idea 15’ If students did the additional homework. have them give it a name. It has got wings and feathers. It can fly. Have students point to the stripes on the zebra that. Elicit read their riddles to the class and get students to guess the names of the animals that are part of the new the animals. Check by getting unit. pins. They should use the sentences in Activity 1 as a guide. They snakes. invite some volunteers to read their descriptions to the class. the class into groups and hand out the paper. It has got black and white stripes and four legs. Tell them to write sentences to describe the volunteers to read the sentences aloud.

Tell them to read the Ask students to look at the boxes and have a story aloud. play track 1. imitating the voices of the characters. Next. have read all the parts. Tell story again. Fables are very old stories that teach us things. volunteer read the adjectives aloud. Finally. the turtle. 1. check by saying the adjective and inviting volunteers to read out the names of Assign homework 5’ AB page 30 animals they have written. The lighthouse keepers’ story Now read the story in groups.31 10’ Invite a volunteer to read the title of the story aloud. (rabbit). Ask Unit 3 . Finally. Invite the When they finish. students use paint Model answer: or markers to make a sign for the rabbit or the turtle: Go. go! zebra frog turtle rabbit elephant mouse snail fox 1 Listen to the first part of the story. When they finish. Then. invite one group to assign pairs and have them complete the other read the story to the class. rabbit and the other animals. the animals. They should continue until all students them to write their names on the lines. have students look at the pictures and say the names of the animals they see. invite volunteers to say what they think will happen next.Student’s Book page 30 the class if they know about this story. 44 . boxes with the names of other animals. Then. they switch roles and read the class to name two animals that are big. Explain that it is a special type of story called a fable. Additional homework On a sheet of white paper.31 and tell the class to follow along in their books. 15’ Before you read 15’ Divide the class into groups and have them choose Complete with names of characters in the story: the narrator.

When they finish. students calculate the time for the turtle in the same way. 1. The rabbit Students make a medal for the turtle with card.10m 45 Turtle -. cheetah. table and have students point to the symbols. glue. Invite the class to explain the cats. Invite the class to say the turtle won: He worked very hard. the names and the drawings. Get volunteers to read the names Divide the students into groups and tell them to read of the endangered species on the template.32 10’ Value: Caring about endangered species Make an animal mobile. etc. tell them snake’s head. names of any endangered species they know: elephant. have them look at the rabbit’s path. play track string. When they finish. Ask about Assign homework 5’ AB page 31 the rest of the symbols in the path and write the numbers on the board: 2 + 1 + 3 + 1 + 3. they will and don’t give up. Say that there are a lot of some to follow along in their books. After that. You can win if you work hard learn about them and protect them. Ask why the rabbit lost the race: not exist anymore. They write 9 on the second stopwatch. Tell the whole story aloud and act it out. Then. them to make a hole in the head of the snake and thread a piece of string through it. Next. Next. different coloured card. colour the snake.9m . Finally. 15’ Make a simple line drawing of a turtle and a rabbit on the board and get the class to say what they are. 1. We call these animals He expected to win and didn’t try hard. get them to cut out the snake.32 and ask students which character wins the race: Invite students to say what their favourite the turtle. Answer Key: Rabbit -. Explain that they the classroom and encourage students to learn need to find out how many minutes each animal more about endangered species and how to took to finish the race. Students They should write The winner! on the medal write 10 on the first stopwatch. After that. Ask students how many minutes the first symbol is: two minutes. Write 2 on the board. Remind them to write their name After you read 10’ somewhere on the snake. Then. Remind them that kinds of animals. koala. have them glue the template to a piece of card. Refer the class to the Unit 3 . If we do not good at something. Then. scissors. have and decorate it. ask them to say what they know about the crayons. They Tell students to find the rabbit should make a knot in the string under the and the turtle and point to them. Then. ask the class how many minutes the turtle needed to finish the race: nine minutes. play the CD again and tell students animal is. Next. Ask why the endangered species. Materials: One photocopy of craft template 3. Display the animal mobiles in to point to the stopwatches. hand out Now read the story in groups. Give some examples: dogs. students to draw a picture of each animal and they should switch roles and act out the story again. fables teach us things. turtle and the rabbit in the story. birds. took ten minutes to finish the race. help Count and find the winner. He didn’t give up. Explain that there are only lesson in the story: You can lose even if you are very a few of other kinds of animals. 10’ the materials. 2 Listen to the second part of the story.Student’s Book page 31 protect them. Invite a Additional homework volunteer to add the numbers: ten. etc.

Invite a volunteer sleep in trees. Then. the Shanghai There is also a desert called the Gobi Desert. Finally. to say what they think about the animal: I don’t 5’ think it’s (scary). Read and circle True or False. Explain that red and narrator: false. it’s true. 3. many people Point out that China is a big country. Nowadays. . lives in the savannah. 46 When they finish. pandas have got black ears. Then. pandas eat for twelve to read the rest of the information and colour the hours a day.33 the class to complete the faces according to how narrator: listen and check. Next. 6. skyline. False. China has a long history. In some facts they know about China. explain that Invite the class to say the names of animals Unit 3 . and are farmers. I think it’s (cute). Finally. get them boy: number six. False. 10’ girl: number three. yellow are lucky colours in China.Student’s Book page 32 pandas only live in China and that they are an from this unit. tell students to read Then. pandas eat meat. Other people live in the country borders with many other countries: Russia. it’s true. There are only one thousand them. Write the names on the board. narrator: false. tell students to take turns saying the the sentences and circle True or False. tell the class Play track 1. It can swim. 5’ AB page 32 15’ Ask students to look at the photo and identify the animal: a panda. they sometimes interesting facts about China. It shares live in cities. cold – even -30°C! There are many mountains photos of the Gobi Desert. They grow rice and vegetables.33 and tell students to check their to listen to a riddle about one of the animals on answers. a Chinese rice field. the Forbidden City in Beijing. Invite them to say other big. etc. After that. pandas eat plants.33 Listen and check. India. Invite volunteers to say whether they are true or false. an animal and describe it to their friend: A hippo 4. get the class girl: number five. invite some volunteers to describe their animal to the class. to read the first caption aloud. their pictures to a friend. have them show narrator: it’s true! pandas eat a lot of bamboo. pandas have got white ears. three volunteers to say other riddles and get the class to answer. ask track 1. and rivers in China. pandas can swim. tell students to choose Answer key: 1 . Great Wall of China. Great Wall of China. write a ? next to answers they are not sure about. In other places. Read and colour the pictures. it is very Materials: A map of the world. girl: number one. they feel about what they know. It eats plants. Next. Next. pandas have got a tail. True. it is very hot. to colour the flag of China. boy: number two. Pass around the photos. True. Invite them to tell you what Check what you know! they know about pandas. other pictures. More people live in China Encourage students to say the facts about China than in any other country. They can use their book to help endangered species. narrator: pandas have got a small tail. Since China is so that surprised them. True. 2. they eat bamboo. It is famous for The Invite a volunteer to find China on the map. Vietnam. Encourage students 1. pandas like swimming. Tell students they are going to learn some more narrator: pandas can climb trees. 5. the weather can be very different. narrator: true. point to one of the animals on the board and say I think it’s (scary). True. read the sentences and get the board. When they finish. boy: number four. Light up the world Warm-up: Let’s talk about China! 15’ places. Do the same with three other animals. pandas can climb trees. Invite them to guess the animal. wild pandas in the world. Then. They should names of animals and miming them.

During the evaluation: with a friend. students Answer Key: • read the example and clarify doubts • ask a volunteer for another example • assign time to complete the exercise • read the instructions for the next activity. invite them to China a long time ago. My project Answer Key: Make a butterfly card. Tell them to make a picture of a cat that the tangram puzzle was a game for children in with the stickers. Materials: Three sheets of different coloured blue card. blue blue Finally. elicit the the unit vocabulary with My spelling practice on name of the animal: rabbit. 15’ Make a tangram cat. 10’ A friendly reminder Explain that the five animal pictures are all It is advisable to create a stress-free and tangrams. Then. purple Refer students to My project and tell them the blue blue main materials for the craft. form pictures with all of the shapes. Read and colour the shapes. snake rabbit 47 dog turtle . Look and write the name of the animals. hand out stickers invite volunteers to read the text aloud. Then. Elicit the shapes in a tangram: a square. tell them to colour the shapes according to the colours in the table. Then.Student’s Book page 33 eliciting the name of the animal. It is still popular. Point out the icons and explain the additional materials that they green need. Next. remind them that they can do their project with the help of their family. To play. Then. have them show their work Assign homework 5’ AB page 33 to a friend. When they finish. compare answers in the AB. 15’ Refer students to the information in the book and Divide the class into pairs. Check by saying the number and • read the instructions for the first activity with Unit 3 . Have them point to Before students are assessed. parallelogram and five triangles. you show their tangram cat to other pairs. Explain for page 33. a 3 supportive environment for taking a test. etc. they should review each of the shapes in the first picture. go through each step with them. tell them to identify page 94 and the Time to check section on page 32 the other animals and label them. When they finish.

we use possessives to talk near to us. In this section. students will learn and practise ways of asking and answering questions about prices. object belongs to. . In this unit. 48 • How much are the socks? They’re 3 pounds. We use those to talk about plural objects about clothes. 4 At the clothes shop Objectives: • learn names of clothing and numbers • ask and answer questions about prices • talk about possessions with ‘s • talk about plural nouns using these / those Clothes Numbers belt /belt/ ____________ thirty /"T‰ÜÖtI/ ____________ coat /k´Ut/ ____________ forty /"fOÜÖtI/ ____________ glove /gløv/ ____________ fifty /"fIfÖtI/ ____________ jeans /dZiÜnz/ ____________ sixty /"sIkÖstI/ ____________ scarf /skAÜf/ ____________ seventy /"seÖv´nÖtI/ ____________ sock /sÅk/ ____________ eighty /"eIÖtI/ ____________ sunglasses /"sønÖglAÜÖs´z/ ____________ ninety /"naInÖtI/ ____________ jumper /"dZømp´/ ____________ one hundred /wøn "hønÖdr´d/ ____________ tie /taI/ ____________ Possessives These / Those We use ‘s to show that an object belongs to We use these to talk about plural objects that are someone. students will learn phrases and short exchanges used in everyday life. When we want to know who an at a distance. The lighthouse keepers’ story Unit 4 In this unit. Let’s go shopping! • How much is the scarf? It’s 14 pounds. we form questions with Whose object + the verb to be + this / that / these / those.

laminate • Linguistic competence by reviewing and materials to keep them in good condition. 41). • Linguistic competence by listening to and reading a story while looking at drawings that support contextual information (SB p. • competence in Knowledge and interaction with the physical world by locating Singapore on the map. autonomy. Teaching tip Basic competences Teachers often find or prepare their own In this unit. If possible. . Rather than recycled materials in classroom projects (TB p. knowledge from both mathematics and the the less work you need to do to make classes real world. • Autonomy and personal initiative in this lesson by designing and creating a personalised snow scene as well as funny 49 clothespins for homework (SB p. and in this fashion create different textures and shapes (SB p. • Linguistic competence by recognising the Make designer clothes. 39). Learning to be responsible Value: Being original for belongings and remembering to collect Being original means expressing yourself in a them is an important part of creating student way that’s different from other people. throwing them away after class. it is a really 49). 34). Using realia and recycling objects in class good idea to keep these materials in a file or enables students to see that everyday objects box for you and other teachers to use later. 40). • Cultural and artistic competence by designing clothes from recycled magazines. You can include toy animals. This You can prepare a Materials bank for yourself or activity helps build scaffolding by transferring with other teachers. • competence in Learning to learn by organising lexical fields using graphic organisers (SB p. 43). plural and singular structures for possession (SB p. 42). plastic food shopping (SB p. 37). students will develop: supplementary materials for lessons. and talking about prices (SB p. dynamic and interesting. is called a Materials bank. 38). • Interpersonal and civic competence by recognising which items of lost clothing belong to each student at the lost items stand (SB p. or even old telephones. This can be re-used. Designing and creating projects are important building blocks for developing skills in planning. Students really enjoy • Mathematical competence by tracing seeing and handling them and they can add an numbers up to 100. The more items in the bank. Some learning new clothes items as well as teachers also keep real objects in their Materials functional language for asking prices when bank. 36). learning about geographical Unit 4 features related to climate as well as reading about other facts about the country (SB p. writing gap-filled numbers extra element of fun to role-playing activities. • Processing information competence by using music on the class CD to obtain and process knowledge (SB p. 35). like • Cultural and artistic competence by using magazine cutouts or picture cards.

girl: here’s a belt. Have fun! track 1. it. Tell students that we can use this question to ask the price of one object.34 15’ jumper.Student’s Book page 34 Get volunteers to read the second question and answer. item of clothing from the picture: It’s long and girl: here’s a scarf. they circle four pounds. Get students to name the currency in their country. After that. dress. gloves. it’s seventeen pounds.35 narrator: listen and repeat. it’s thirteen pounds. etc. says Bingo! He / she is the winner. Then. Invite a pair of volunteers to read the first question and answer aloud. 1. Next. tie. 1 say the prices in the book. Play the CD a third time. 2 names of clothes. boots. coat. they’re word. brown. Material: One sheet of white paper per student.34 narrator: listen and stick. Explain that we use this question to ask about the price of two or more objects. Invite volunteers to ex.35 and invite the class to repeat the ex. Then. Hand out the paper and tell students to choose they’re twenty-five pounds. girl: look at this tie. play the CD again and have . invite students to ask about some items of clothing in Activity 1. She needs to know the price. sandals. Then. boy: look at these gloves. If they have it on their paper. 20’ Answer Key: Have students look at the picture and identify the item of clothing that is in the girl’s hands: a scarf. shoes. play the CD again and invite them to put the stickers in the corresponding spaces. Write £5 on the board Assign homework 5’ AB page 34 and read it aloud: five pounds. Point out the price tag and explain that the girl wants to buy the scarf. Ask what type of money people use there: the pound. and these jeans are twenty pounds. refer the class to the scarf. jeans. (Paul) is wearing one. it’s eleven pounds. they’re Wrap-up: Clothes bingo 20’ twelve pounds. it’s seven pounds. 1 Listen and stick. 1. track 1. trousers. Get other students to answer. book and explain that the children are in a clothes shop in the United Kingdom. Unit 4 . The first student to circle all of his / her words girl: yes. to say where you are. 4 At the clothes shop students point to the clothes in the picture as they say Draw and guess (see page 10) 15’ the word. Students guess the 50 boy: ooh! and look at these socks. boy: and here are some sunglasses. They draw them on the girl: look at this jumper.34 and tell students to listen and match the stickers to the prices. paper and write their names. narrator: belt. Play track 1. describe an boy: and look at this coat. it’s fifty pounds. Listen and repeat.35 10’ Assign homework 5’ AB page 34 Play track 1. tell students to use the stickers for Activity 1 on page 34. mime putting on Play Draw and guess to review the every clothes item you hear and encourage students names of clothes words that students know: to imitate you. Mime being in a clothes shop and encourage students socks. sunglasses. five clothes words. Then.

sixty. 10’ Tell the class that the boy and girl are looking at sports T-shirts. tell them Have students look at the pictures and identify to trace the numbers on the T-shirts. Invite volunteers to read the prices of the items aloud. forty. Then. divide the class into pairs Listen and repeat. ninety. the clothes. picture for each. 1.36 and have students repeat the the prices of the clothes. Assign homework 5’ AB page 35 Additional homework track1. Check by asking volunteers about the prices of the items. Then. She buys clothes. people who like sports. Answer Key: i r y w o e v e t e n o r t i h t s t y f e 51 . refer them to the price tag on the scarf and ask How much is the scarf? Get a volunteer Unit 4 . football a friend. invite volunteers to trace numbers in the air for the class to guess. tell students to find the price of the gloves and write the missing letters. numbers and trace them in the air with their finger. invite the class to look at the clothes in the picture and describe them: The (gloves) are (pink).36 Pictionary pages 100 and 101. Students read narrator: listen and repeat. one hundred. Point out that each T-shirt has a number. They read the price aloud and spell it. 10’ players.36 5’ and have them ask and answer questions about Play track 1. She likes shopping.Student’s Book page 35 to read the price aloud. Have them do the same with the rest of the items. Then. Next. Then. seventy. fifty. etc. 2 Trace the numbers. 3 Look and complete. Ask students what kind of people wear Talk about the prices with T-shirts with numbers: rugby players. Then. eighty. 10’ Have students look at the scene and describe it: The girl hasn’t got any money. the names of the vocabulary items and draw a narrator: thirty.

Play the CD again for them to check. Elicit the names of the items. They should track 1. good-bye children. and whose coat is that? joe: it’s flo’s. questions and answers aloud. other classmates about the pictures: Whose (gloves) woman: ok. Then. Students label the picture: roles and do the chant again.37 narrator: listen and match. They ask ray: it’s ron’s. The answer uses It’s. Have them continue with three different sets of pictures.37 20’ Assign homework 5’ AB page 36 ex. play track 1. When they finish. Point out that the first question uses this to ask about one item. 1. have them switch items from the unit. they get their children: good-bye miss! pictures back. divide the class into two groups. they find another classmate to repeat the procedure. Finally. Explain that we ask questions T: Whose hat is this? with Whose when we want to know who an Ss: May’s. Ask another pair of volunteers to read the second dialogue aloud. explain that the woman has lost clothes on her desk. their name on the back of the picture. Look and write. Then. have woman: here you are don. whose jacket is that? students exchange pictures with a friend. are these? They’re (Jason’s). now whose jumper is that? colour a big item of clothing. 15’ Have the class look at the pictures and say the names of the clothes.Student’s Book page 36 flo: it’s may’s. They’re Ray’s 1 Listen and match. Hand out the paper and ask students to draw and woman: thank you. use the example dialogues as a guide. Next. . After that. Then. After that. collect the 2 Listen and chant. ron: they’re ray’s. Wrap-up: Whose gloves are these? 25’ woman: right.37 and tell the class to 15’ match the clothes to the children. students draw a picture of group chants the questions and the second group a friend.38 and ask students to Assign homework 5’ AB page 36 listen and follow the words with their finger. Play the ex. Finally. The first In their notebooks. and whose gloves are those? Material: One sheet of white paper per student. Check woman: whose scarf is this? by inviting pairs to stand up and read their boy: it’s joe’s. get the class to point to the ‘s in the sentence. 1 Have the class look at the picture and invite students to describe what they see. and whose hat is this? Unit 4 . 52 Point out that the chant is about the children in Activity 1. divide the class into pairs and tell them to write a question and answer for each picture. The second question uses these to talk about more than one item. Next. object belongs to. ok. Tell them to write may: it’s don’s. He / She is wearing one of the clothes chants answers. Then. check as a class by asking Invite a pair of volunteers to read the first about each item: dialogue aloud. woman: ok. Get a pair of students to read the dialogue. Have students find the six clothes words in the chant.38 15’ pictures and keep them for future use. play track 1. Explain that we add ‘s Answer Key: to show that an item belongs to that person. Then. 2 CD again and encourage students to join in with the Additional homework chant. Next. 1. Whose (jacket) is this? It’s (Amy’s). have students point to the children in the picture. The answer uses They’re. woman: here you are may.

Answer Key: Look and circle. they finish. Do the same with for two or more objects that are nearby and the rest of the stickers. glasses. Give surprised that the animals are taking the clothes. read the second example sentence and to use the stickers for Activity 3 on page 37. and the animals in the pictures. Have a volunteer hold another cutout and track 1. have them exchange cutouts and girl: those are my skirts. When narrator: number three. Then. get them to compare answers with a friend. Assign homework 5’ AB page 37 53 narrator: number six. examples with objects in the classroom: These are (my shoes). Wrap-up: My clothes 20’ Answer Key: Materials: Two magazine cut-outs of clothes Unit 4 . about the clothes using These or Those. boots. the materials. Then. check by saying the number and getting volunteers to say the corresponding names of clothes. divide the class into groups and hand out narrator: number two. narrator: number five.. encourage volunteers to say sentences about objects in the classroom with These or Those. have the words in red and explain that we use these them put the sticker in the space. sandals. Have encourage them to tell you the names of the clothes students repeat the sentence and imitate you. 10’ 10’ Have students look at the pictures and ask them if Read the first example sentence aloud and they ever help their parents hang the laundry. Additional homework ex. 4 3 6 5 2 Note: Items should be plural: socks. Then. ex. Finally. narrator: listen and number. She’s choosing clothes to take. trousers. Get the class to repeat volunteer to read the first sentence aloud and get and imitate you again. They’re (blue). Invite a point across the room.39 15’ Invite the class to look at the picture and ask what the Answer Key: girl is doing: She’s preparing for a trip. play track 1.Student’s Book page 37 per student. cutout and say a sentence with These or Those. 10’ Ask students what they can see in the picture. In their notebooks. Those are (my books). repeat. Finally. etc. collect the magazine cutouts. Hold up a magazine cutout and say These are my (jeans). tell them to circle the correct word to complete the sentences. Then. 1.39.. refer students to students to hold up the jeans sticker. mime putting on a pair of sunglasses. . narrator: number four. 3 Read and stick. 2 girl: and those are my shorts. girl: these are my shoes. Check by inviting students to read the sentences aloud. Tell students to number the items as they hear them. get some volunteers to choose a magazine narrator: number one. Tell students to take turns talking girl: those are my dresses. etc. Next. When they finish. Say Those are my (gloves). students draw a washing line with jeans and socks. girl: these are my belts. tell students Then. 1 shoes. 1 These are my socks. Encourage students to sound those for two or more objects at a distance. Next. They’re (red). girl: look! these are my jeans. Finally. 4 Listen and number.39 stand at a distance. They draw a picture of themselves next to the washing line and label Assign homework 5’ AB page 37 the clothes: These are my jeans. Next. Then.

play track 1.40 10’ Have students look at the song and find three items of clothing: scarf. check by getting volunteers to read the finish. When they they finish. 1. and the other sings the answers. Elicit the answer wearing a belt? Yes. purple. she is. gloves and coat. Then. Play the track again and encourage them to sing along with the CD. yellow. tell them to match the parts of the identify what the kids are wearing: Is Melissa sentences according to the pictures. have them compare pictures to check sentences aloud. When in the picture of Melissa’s room. Have fun! Assign homework 5’ AB page 38 2 Sing a song. Student A looks at page 113 blue. Then. switch roles and have them sing the song one last time. their answers. Time to practise! 1 Look and match. red. Practise clothes vocabulary with these and those. They circle the belt for the first picture: These are my shoes.40 and have the class follow the text with their fingers. Explain that the children and student B looks at page 118. Ask students where the children are: in a clothes shop. Answer Key: Musical chairs (see page 10) 10’ Now play Musical chairs. Assign student A coloured squares. Ask students to name the colours: and student B. Play the song again. One group sings the questions. 10’ Pair work 15’ Have the class look at the pictures and point out the Divide the class into pairs. Next. 54 . Tell them to and what they are pointing to are on squares of the ask questions about the clothes in the room to same colour.Student’s Book page 38 into two groups. When they finish. divide the class Unit 4 .

check by getting volunteers to read the sentences aloud. Encourage students to point to the legs on one of the spiders and count them. Choose a character and with words for each category. Point out the Bulletin board idea 15’ example and elicit another example for each spider. tell students to unscramble the sentences about the boy. When they finish. big long Unscramble the sentences. etc. Tell groups to take one cartoon Answer Key: character and glue the cutout to the paper. invite some volunteers to guess the character: SpongeBob SquarePants. She is tall. Then. Finally. pins.Student’s Book page 39 a sentence for each category in Activity 1. Each jumper legs student in the group writes a sentence to describe scarf jeans feet arms coat socks face hands the character. 5’ Assign homework 5’ AB page 39 Have the class look at the picture and invite them to identify the characters: It’s a boy. invite volunteers to read the words on each spider aloud. She-s animal: spider. happy. have them show their picture to their friend. blue. 15’ Divide the class into pairs and tell students to draw a picture of each other. Point out that there is Unit 4 . Next. Encourage students to describe him / her: He’s yellow. Then. eight. divide students into groups and hand out the paper. display the descriptions on the bulletin board. Ask how many legs spiders have got: wearing a green jumper and a skirt. Make sure students do not make pictures or descriptions that can hurt or offend their classmates. She has got blue eyes. class into groups and have them complete the spiders Display the cutouts. 10’ Model answer: Refer students to the pictures and elicit the name of the This is Ana. read words from one of their spiders aloud. Tell students to write it on the spider’s leg. Invite the class to look at the descriptions and vote for their favourite fast samall slow cartoon character. Answer Key: This is Mike He has got brown eyes He’s short and happy He’s wearing a scarf and gloves Draw and write about a friend. Invite the class to tall. Then. Materials: Magazine cut-outs of cartoon characters. . Time to write 1 Complete the spiders. Invite some students to read their description to the class. divide the one sheet of white paper per group. tell them to write sentences 55 to describe the picture. Then. When they finish. They should include at least one item from each spider in Activity 1. He’s wearing black include adjectives for colours and for describing people: glasses and brown trousers. He has got a dog. When they finish.

help them to and what they like to buy. dolls. Then. they can paste it onto the template. Then. have the class follow along in their books. scissors. one photocopy Have students look at the picture of craft template 4 (see TB CD-ROM) per and colour the clothes. When they finish. The lighthouse keepers’ story Value: Being original Before you read 10’ Make designer clothes. When they finish. Then. Materials: Magazine cut-outs. crayons. Dave and Additional homework Grandad. When they finish. each item with a different student. 15’ Colour the clothes and write. tell them to on poster paper for their paper dolls. Encourage students them to write their name and put the dolls and to say whether or not they like shopping with their the clothes in the envelope. 56 . glue. 1. etc. family members. Remind switch parts and read the story again so that each them to write the name of the shop. Encourage students to make their Let’s go shopping! Ask students if they like shopping designs unique. of the clothes on the lines. hand out the envelopes and get voices of Dave and Grandad. student reads all of the parts. texture. Hand out the templates and have students encourage them to check the spelling of the colour and cut out the girl and the boy paper words with a friend. play track 1. invite students to compare designs with a CD again and ask students to read along with the friend. Next. Unit 4 . Write ORIGINAL on the board and get volunteers to guess what it means to be original: of the story. Tell the class to make what they imagine and explain that it is important to be 1 Listen to the first part original. tell students to imagine how they want the clothes to T-shirt look: colour. tell them to write the names sized envelope per student. Invite volunteers to hold Answer Key: up items and identify them: It’s a coat. one medium- colour.Student’s Book page 40 Now read the story in groups. Tell them to cut out the clothes. They should not colour them. Explain that they can trace sunglasses shorts the clothes item on the back of the magazine cutout and cut it out. Play the Then.41 and dress the girl and the boy by folding the tabs.41 10’ expressing yourself in a way that’s different from Invite a volunteer to read the title of the story aloud: other people. Hand out the magazine belt cutouts and encourage students to decorate the cap clothes with them. Finally. 10’ Divide the class into groups of three and have Assign homework 5’ AB page 40 them choose parts to read: the narrator. They read the story aloud and imitate the Students draw and colour a shop background voices from the CD.

Unit 4 . When they finish. Refer students to the picture and what they are doing. what kind of clothes Dave and Grandad buy next.Student’s Book page 41 57 . play the CD again their design to a friend. where they are. 2 Listen to the second part of the story. get the class to vote on whether or not they like Grandad’s clothes. the woman at the shop. When they Then. the story: the names of the people. refer Assign homework 5’ AB page 41 students to the last scene and invite volunteers to say whether or not Dave likes Grandad’s clothes. play track 1. Encourage students to guess tell them that Dave needs some new clothes. Ask questions about the story: Who likes the trainers? What colour is Grandad’s favourite T-shirt? What colour is the T-shirt that Dave likes? After that. invite some volunteers to read and act out the story for the class. and have students follow along in their books. Have them draw clothes for Dave. Now read the story in groups. Next. Students read and act out the whole story. Finally. 15’ Divide the class into groups and encourage them to choose a part to read: the narrator.42 15’ After you read 15’ Invite students to say what they remember from Design an outfit for Dave.42 and elicit the names of the finish. 1. Dave and Grandad. encourage them to show and describe clothes: trainers. T-shirt.

green and yellow. Explain that these are narrator: every year. guess what they are. Play track 1. Explain that Singapore is an old city but them. ask the volunteer about the price of an item of narrator: number one. invite Answer Key: volunteers to say what they are and label them. Pass around the photo of Snow City in Singapore come from many countries. 5’ Answer Key: Refer the class to the balloon hats and invite a volunteer to say what the first one is: a flower. etc. Light up the world Warm-up: Let’s talk about Singapore 10’ food and tell students that Singapore is very Materials: A map of the world. hand out the pictures. Invite them to say which food the skyline of Singapore. Singaporean foods. Write Singapore on the board and invite Explain that the climate in Singapore is very hot volunteers to find it on the map.000 of class.43 Listen and stick. .43 and with prices: £25. £89. it’s purple. they finish. the they think look good to eat. there’s a balloon hat festival the prices for the clothes on the board. Have the class stand up and ask each other who the item in the picture belongs to: Whose (coat) is this? It’s (Kelly’s). have students read boy: my hat’s a butterfly. They 58 flower bear butterfly should ask about three pictures. them to imagine a balloon hat festival. a balloon sculpture. £40. People the snow. 10’ girl: my hat’s a flower. Then. Complete the sentences. it’s red. There are over 1. hold up the cards and get volunteers to say track 1. the back of each card. boy: look! my hat’s a bear. photos of famous for its food. When and yellow. Now. have students return the pictures to their owners. Unit 4 . India and Malaysia. Then. it’s orange and red. Students in singapore. such and tell the class that there is a special park as China. Stick the magazine cutouts onto the board.Student’s Book page 42 1. narrator: number two. Then. Then. nine cards out the stickers for page 42. Have students complete the first sentence. hand pictures from the Wrap-up on page 52. check as a class by getting students to say what each picture is: a Mer-lion. There is a lot of artificial snow different languages. They speak four called Snow City. modern buildings. tell students that people there love it has got a lot of tall. Before people lived there. It is like a zoo but all of the the photo of Singapore’s skyline around the animals are crocodiles. Next. Refer students to the pictures and invite them to narrator: number three. orange the texts and match them with the pictures. Encourage Materials: Magazine cut-outs of clothing. Check. People love to play in it! Read and match. Invite a student to come to the front and narrator: listen and stick. the flag of Singapore. Then. the photo of the Singapore Crocodile Farm. tell students to listen to the children and put the Note: Write the name of one item of clothing on balloons in the corresponding spaces. the island Singapore is an island but the country of was a jungle with a lot of crocodiles. there Singapore includes many little islands. Then. Pass is a crocodile farm. Snow City. 5’ AB page 42 20’ Check what you know! Refer the class to the pictures and invite a volunteer to read the sentence aloud. Pass around the photos of there. Explain that all year. After that. give him / her the cards. pass around Singapore Crocodile Farm. tell them to complete the other sentences.43 the prices.

Finally. During the evaluation: snowman. taking snowflakes around their snowman. he / she chooses another student to come to the Hand out the paper and tell students to draw front. which pictures they describe. 10’ Before students are assessed. 2 1 A friendly reminder 4 It is advisable to create a stress-free and  onnect the dots and find C supportive environment for taking a test. Finally. students • read the example and clarify doubts Answer Key: • ask a volunteer for another example • assign time to complete the exercise 59 • read the instructions for the next activity. number of the text next to the picture. The student sticks student. Point out the icons and explain the additional materials that they need. shorts and T-shirts. Children wear sandals. one sheet of blue paper per student. a 42 in the AB. . Ask what the even add a scarf and a hat – even gloves! people are doing: looking at an advertisement. Help students by drawing an example on the board. When they finish. Elicit the first text: Singapore is hot. Finally. remind them that they can do their Unit 4 . Explain that people often use Invite the class to look at the pictures and elicit a carrot for a snowman’s nose. Then. etc. They should write the get them to share pictures with their friends. Have them draw eyes. clothing: How much are the (socks)? The volunteer Wrap-up: Make a snowy scene! 20’ finds the corresponding card and answers Materials: One sheet of white paper per They’re twenty-five pounds. tell them to cut out the circles and glue them to the blue paper Read and number. Remind photos. go through each step with them. white chalk. a mouth and arms. making a snowman. When they finish. the price next to the clothes on the board. Then. Some people where the people are: Snow City. medium and large circle on the white according to how they feel about what they know. Answer Key: Materials: Wooden clothes pegs. ask the class to complete the faces a small. Then. After that. Have students read the texts and decide them to write their name on the paper. encourage students to say if they • read the instructions for the first activity with have ever seen snow in real life or on TV. paper. 15’ to form a snowman. snow figures. 4 Refer students to My project and tell them the 3 main materials for the craft. check by saying the number of the picture and getting volunteers to read Assign homework 5’ the corresponding text. Make funny pegs. tell them to use the chalk to draw putting on warm clothes. Finally. encourage students My project AB page 43 to say whether or not they would enjoy Snow City.Student’s Book page 43 project with the help of their family. Finally. they should review the unit vocabulary with My spelling practice on Tell students to connect the dots to discover the snow page 95 and the Time to check section on page figures. ask them what they are: snowflakes.

Unit 5 • What’s the weather like? It’s snowing. we add the verb + subject: Where do you go on Sundays? auxiliary do + not: We don’t wear boots. we use the present simple to talk about We form Wh. students will learn and practise ways A mountain adventure to talk about the weather.questions with the present simple Weather Seasons cloudy /"klaUÖdI/ ____________ spring /sprIN/ ____________ cold /k´Uld/ ____________ autumn /"OÜt´m/ ____________ hot /hÅt/ ____________ winter /"wInÖt´/ ____________ raining /"reIÖnIng/ ____________ summer /"søm´/ ____________ snowing /"sn´UÖIng/ ____________ sunny /"søÖnI/ ____________ windy /"wInÖdI/ ____________ Present simple In this unit. 5 Rain or sun? Objectives: • learn the weather words and the names of the seasons • ask and answer questions about the weather • talk about activities for different seasons with the present simple • ask and answer Wh. 60 .questions in the present simple with what we do in different seasons: In the summer. To form the negative. In this unit. In this section. we the structure question word + the auxiliary do + go to the beach. students will learn phrases and The lighthouse keepers’ story short exchanges used in everyday life.

but it can hurt us. scared. music can be a great starting activities that develop innate grammar by point for discussion. As music plays such an helping students recognise the subject and important part in cultural identity. Finally. imagination (SB p. and enjoying it as they read while looking at pictures (SB p. moderate behaviour. Students then discuss too. applying mathematical concepts in varied contexts in a spontaneous fashion (SB p. You can do this with the physical world by identifying and in two ways. You can also use music for timing country (SB p. 45). activities. Students learn to use formative testing strategies or self tests in order to improve weaker areas. 49). way to create a positive atmosphere. there are many websites that offer • Linguistic competence by completing the Time free downloads of music sound effects for use in to write section (SB p. 50). 44). Choose tracks as cues for ending • competence in Knowledge and interaction individual or pair work activities. Calm down noisy students • appreciation for Processing information by using songs to attract their attention. Music can • Linguistic competence by learning how to talk also be used during class to set the tone and about the weather in English (SB p. it is possible and interaction with the physical world by to use recorded music in your lessons for a recognising. Or play a short track to indicate different seasons (SB p. Recent studies have shown that playing Song (SB p. You can also enhance • Interpersonal and civic competence by role-play activities by using music and sound developing pair work skills through activities effects to set the scene. 52). create the right atmosphere for learning about • Linguistic competence by listening to a story different countries in Light up the world. 47). • competence in Learning to learn by revising the unit contents in a stress-free environment Unit 5 before taking a test (SB p. 61 . If you have access to a focusing on oral interaction (SB p. articles of clothing and games length of time of the activity. or competence in the classroom by learning and animate them with a lively track when they feel singing along with the lyrics of the Weather sleepy. 61). students will develop: on the students’ motivation and involvement. CD burner. • and consolidate competence in Knowledge In addition to songs and chants. it can really predicate in the sentence. This section contains education. 51). classical music softly in the background when • Cultural and artistic competence by designing students are working helps them to concentrate and then creating a postcard from another better. Teaching tip Basic competences Listening to music can have very positive effects In this unit. A few good habits can help to keep you strategies of things they can do when they are safe when you play in the sun. Select a track that will play for the revising foods. 46). • Autonomy and personal initiative by reading and discussing a story about scary things Value: Staying safe in the sun that are really dangerous or just scary in our The sun is warm and bright. identifying and talking about variety of other purposes. Students stop when typically played in Canada or associated with the music stops. 48). the end of an activity. • Logical mathematical competence by Make a sun mobile. Playing music at the good habits and to keep safe while playing in beginning and end of a lesson is an enjoyable the sun (TB p. 53).

Next. Give a magazine cutout and a piece of tape to each student. Finally. it’s windy.44 15’ about the weather. Do the same with other weather Assign homework 5’ AB page 44 descriptions. Finally. Encourage people the weather. After that.Student’s Book page 44 ask and answer questions about the weather in the different cities. Then. get them to stand up and ask five other students Listen and repeat. Each city has different weather. 1 class to vote on their favourite set of activities: rainy-day or sunny-day. Explain that we ask this question when we Invite volunteers to tell you who the man in the picture want to know about the weather. ask some volunteers about the cities. Point out that each city Answer Key: is a different colour and ask about the weather in the green city: T: What’s the weather like in the green city? Ss: It’s sunny. Finally. sun. ex. CD again and encourage the class to repeat the sentences. If the students have the same 62 weather symbol. Materials: Magazine cut-outs of rainy-day it’s cold.44 Warm-up: 15’ narrator: listen and repeat. 10’ 20’ Refer students to the picture and tell them it is a map Have students look at the photo and read the showing some cities. Divide the class into pairs and hand out the paper. tell students to use the stickers for Activity 1 on a volunteer to read the answer: It’s snowing. students ask each other: What’s the weather like? Students answer and show their weather symbol. say I’m wearing a coat. divide the class into pairs and tell them to Unit 5 . Next. Then. 2 . they give each other a high Play track 1. a hat and a scarf. have students match the them to act it out. Wrap-up: Weatherman 20’ Material: One sheet of white paper per student. He tells students to read the dialogue aloud. it’s sunny. Then. question aloud: What’s the weather like? Invite Then. Invite the class to describe the weather: It’s cold. weather map in Activity 1. and sunny-day activities. They stick the cutouts on the board next Assign homework 5’ AB page 44 to the corresponding picture. Each student draws a weather symbol on his / her sheet of paper. Tell the class to decide whether we do the activity in the sun or in the rain. have the class sit down and ask weather symbols as they listen. Then.44 and have students point to the five. it’s snowing. 5 Rain or sun? track 1. Get a student to draw a simple picture of the it’s cloudy. page 44 and explain that they are weather symbols. it’s raining. refer students to the stickers to the spaces according to shape. it’s hot. invite the ex. play the some volunteers about their weather symbols. 1. 1 Read and stick. Make sure they do not show each other the symbols. Make a simple line drawing of a rain drop. Invite a pair of is and what he does: He’s a weatherman.

When they finish. 1. there are rabbits under the tree. there are apples on Additional homework the tree. etc. Pictionary pages 102 and 103. girl: in the spring. Then. Students guess the season. summer. along.46 and have the class repeat the names of the seasons. group sings the answers. colour the rabbits brown. Then. picture for each. there‘s a snowman under the names of the vocabulary items and draw a the tree. 1. Have them look at the text and find the four types of weather: rain. track 1.46 5’ Unit 5 . colour the birds yellow. 1. autumn. switch Point out how the tree looks in the different scenes. Explain that the children are playing a mime game about the weather.45 10’ Invite students to look at the pictures and describe Play the CD again and encourage students to sing what they see: rabbits. a snowman. 2 Listen and colour. apples. roles and repeat. winter. Assign homework 5’ AB page 45 girl: in the autumn.. snow. narrator: listen and colour.46 narrator: listen and repeat. narrator: spring.45 weather is like. play track 1.47 10’ 63 Tell the class that they are going to sing a song about the weather. 20’ Have students look at the photos and invite a pair of volunteers to read the dialogue aloud to yellow brown the class. It’s raining. Help with meaning as necessary. When they finish. Refer students to the pictures and say a sentence about a season in your country: It’s cold. Play track 1. .45 and tell students to listen and colour the pictures accordingly. there are birds in the tree. Students read boy: in the winter. sunshine. Encourage the other students to guess what the track 1.. Get them to point to the names on the picture as they repeat. 3 Sing a song. birds. Finally. Answer Key: Play a mime game. colour the apples red. Encourage students to mime It’s hot and sunny.Student’s Book page 45 Play track 1. encourage them to compare pictures with a friend. One group sings the questions and the other Explain that the pictures show the four seasons. Then. colour the snowman’s hat black and his scarf green. wind. green ask some students about the weather and invite them to mime their answer for the class. assign red black pairs and get them to take turns asking about the weather and miming the answers. boy: in the summer. Listen and repeat.47 and tell students to follow along by pointing at the text they hear. divide the class into two groups and get groups to stand in a line facing each other.

20’ In the winter. narrator: listen and number. we don’t wear sandals. we don’t wear boots. Next. their sentences aloud to the class. Then. 15’ narrator: number three. Also encourage them to name activities people do not do. read the text silently and circle the highlighted words . Now play Chinese whispers. on the board. Point out the 3 and 7 on each pair of pictures and explain that Assign homework 5’ AB page 46 3 is for activities that the girl does. tell students to look at the second girl: in the summer. Invite students to tell you activities they do in girl: in the summer.48 another person.48 and have students number the a card and write a short postcard to a friend. narrator: number two. have the class look at the pictures and describe what they see. have students complete the narrator: number four. we go to the seaside. We don’t wear sandals that complete the text. The 7 is for things ex. sentence and explain that we use don’t after we we don’t go to school. Practise weather vocabulary. Answer Key: In the summer. When they finish. ask them if they ex. 1. After that. Check as a class by Chinese whispers (see page 10) 10’ getting a volunteer to read the postcard aloud. tell students to We (sleep). Assign homework 5’ AB page 46 when they go to a new place. dogs on page 46 in the AB and illustrate them: Ask who she is writing to: Jenna. Next. Ask students when people send postcards: when they are on holiday. Then. the summer and in the winter. The verb does not change. and before the verb to form the negative. 2 have ever sent or received a postcard. Tell them to find the picture that Additional homework matches the girl’s description and point to it. After Students draw a picture of a holiday place on that. we wear t-shirts and shorts. Finally. Have fun! Answer Key: 1 Listen and number. Then. Get volunteers to tell Students make two more sentences about the you who is writing the postcard in the book: Kim.48 15’ Ask students what activities people do in the summer. we don’t wear hats and coats. Answer Key: 1 3 15’ Tell students to look at the first sentence. pictures as they hear them. sentences.Student’s Book page 46 narrator: number one. Remind them that we use we when we talk about ourselves and track 1. Encourage Additional homework them to say where it was from. We (don’t read). we don’t drink hot chocolate. Unit 5 . Then. Explain 4 2 that we use this kind of sentence to talk about actions that we do regularly. 2 Read and circle. we drink water. encourage volunteers to read girl: in the summer. play track 1. we play volleyball. Refer students to the book and invite volunteers to 64 identify the picture: a postcard. invite a volunteer to read the sentence aloud. Write the verbs we don’t ski. Complete the sentences. have them check their answers with a friend. invite a volunteer to read what the girl says aloud. 1 she does not do. girl: in the summer.

they give each narrator: number one. Unit 5 . play the CD again and tell volunteer to read the answer aloud. Switch roles and do the chant again.49 and have students follow question aloud. Get another volunteer to read the answer. I play in the park. interviewer: thank you. other a high five. etc. students follow the text they hear. students write a sentence to describe what they do or not do in each season: In the spring. interviewer: and what do you wear in the winter? Finally. Check as a class by reading the questions students that we use questions with What to ask and getting volunteers to name the item(s) they circled. have them sit down. After that.. The first team to name the items for each Read the title of the chant aloud. . aariak: well. Explain Answer Key: that the information is football. 2. Food. Play the track again. i like fish. students write answers about themselves.. for information about an action or a thing. Model answer: interviewer: where do you go on saturdays? 1. Continue with other letters. narrator: number three. Point the place is: the park. Ask what the with Where to ask about places. I have a sandwich. 1. Tell questions. Explain that we use questions along with the questions in the book. aariak.49 15’ 15’ Invite the class to look at the pictures and describe what Invite a volunteer to read the first example they see. narrator: listen and circle. where do you live? Tell the class to stand up. One group chants the first two lines in each verse. aariak. too. If they have the same answer. Write S on one side of the board and invite students to tell you an item for each category that begins with that letter: (scarf). (snake). I play tennis.49 Invite volunteers to read the questions aloud. 15’ track 1. walk around the aariak: i live in canada. Get students to identify category wins a point. What. The other group chants the Assign homework 5’ AB page 47 second two lines. aariak: i wear a warm coat and a hat. Answer the questions about you. 1 it with magazine cut-outs: We go to (the park). play track 1. the seasons in the chant. in the winter. interviewer: what do you play. i play football in Divide the class into teams and write these the snow. aariak? Wrap-up: Categories 15’ aariak: i play ice hockey. Play the CD again and encourage students to join in. divide the class into two groups. 4 Listen and chant. 3 Listen and circle. Next. We begin them with a question word: Where.50 15’ Choose another letter and repeat the procedure. Ask what students to circle the items that the girl mentions. Next. 1. 3. we (don’t wear gloves). 2 Additional homework 65 In their notebooks. interviewer: what do you eat? aariak: i eat hot food. interviewer: hi. we (wear sunglasses). it’s my favourite sport! headings on the board: Clothes.50 and have The team with the most points at the end wins. (soup). etc. In their notebooks. Then. students write Where do you go Assign homework 5’ AB page 47 on Saturdays? They write the answer and illustrate Additional homework ex. Animals. i go to the cinema. Then. narrator: number two. play track 1. Then. it’s very cold there classroom and ask three friends the questions. ex. ask some volunteers the questions. In the summer. Get another girl’s name is: Aariak.Student’s Book page 47 narrator: number four. point out the highlighted words and explain that the questions are similar to Yes-No questions. Then. Then. have a volunteer out that there can be more than one answer for some read the second example question aloud.

Additional homework ex. draw different weather symbols on students look at the picture and ask what season the board and ask about them. . Tell them that they are talking about their the other team describe the weather. Students on girl. Elicit the type of words or Additional homework ex. students draw a basic map a volunteer to complete the first sentence with of their country with four cities and a weather a word or phrase from the table: wear. have the class look at the other pictures about the weather in each city. divide the it is: summer. students illustrate their paper. Point out that two of the pictures Assign homework 5’ AB page 48 are crossed out. and complete the sentences. Then. After symbol for each. 2 phrases to describe them: negative. answers to the questions in Activity 1. Next. get them to describe the pictures beside the sentences. have like? Then. vote for the class’s favourite season. students compare Ask students to look at the children in the photo and maps to check their answers. Wrap-up: Weather challenge 15’ Materials: One sheet of white paper per team.. invite In their notebooks. etc.. Divide the class into pairs and tell them to choose a season and ask their friend the questions in Activity 1. Assign each team a weather symbol. Tell students to talk about the weather in the different cities and draw the correct weather symbols in the Now ask a friend. to make a thumbs up for affirmative words or phrases and a thumbs down for negative ones. draw a weather symbol on the board and throw the ball to a student. invite two volunteers to read the dialogue aloud. 20’ answer. When they finish. Then. Refer students to the words and phrases until all teams have participated at least once. Answer Key: We wear a school uniform. 1 Divide the class into teams and hand out the In their notebooks. Get a volunteer to unscramble the class into pairs. they throw the ball to another team Unit 5 . Assign student A and student first question: Where do you go? Tell students to B. Invite the class to identify the volunteers to read the questions aloud. We don’t go home at 3 o’clock. Finally. 15’ boxes. 66 ask students to look at each picture and describe their own school: We (don’t) wear a school uniform. Student A looks at page 114 and student B unscramble the other questions. Next. in the table. Then. Check by inviting looks at page 118. We have got computer classes. We haven´t got a swimming pool. they write a sentence that. ask Where do you go? What do you play? them to explain what they can see: a weather What do you wear? What’s the weather like? map of the United Kingdom. Time to practise! 1 Unscramble the questions. Read them aloud and ask students The team with the most points at the end wins.Student’s Book page 48 Have the class look at the picture of the boy and and hold up their weather symbol. Ask him / her What’s the weather like? to elicit the answer. We have(n’ t) got a swimming pool. Get volunteers to Answer Key: read the names of the cities aloud. Students draw and colour their weather symbol on the paper. Make sure they draw a large symbol. Then. Check by getting volunteers to read the sentences aloud. Next. Next. 15’ Pair work 15’ Invite volunteers to say what their favourite season is. Look out the window and ask What’s the weather Then. Assign homework 5’ AB page 48 a small ball. Continue school. country: the United Kingdom. The student’s team gets one point for a correct 2 Look and complete.

When they finish. food and drinks Ask a volunteer to read the first sentence aloud. My sister likes cats. volunteer to read the first sentence aloud. Check by saying and magazine cutouts. a action. refer 3. magazine cut-outs. naming part in the sentence. Elicit the telling part: lives in four groups and assign each group a season. Have the class look at the pictures and invite a 2. Get for this season: We wear shorts and sunglasses. Next. write one of the naming parts on the board and encourage students to say new telling parts. Our teacher gets up at seven o’clock. tell the write sentences and illustrate them with drawings class to finish colouring the sentences. 5’ Explain that there are four naming parts on the left Unit 5 . 10’ Have students write the complete sentences from Activity 2 on the lines. telling parts. get them to compare their work with a friend. We students to identify the naming part: Laura. activities. Answer Key: Assign homework 5’ AB page 49 2 Draw the paths. Then. 5’ Answer Key: 1. Do the same with the second sentence. They Manchester. Joe plays football on Saturdays. look at the different posters and identify activities. Explain that this is the first part of a sentence. students to the table and get them to point to the 4. weather. Tell students to draw the paths to connect the parts of the sentences. banner with the name of the school in big. After that.. 10’ Write summer on the board and elicit sentences about clothes. Then. Have them colour it orange. have students point to the telling part of Bulletin board idea 15’ the sentence. It names who or what does the action. Have don’t go to school. Invite the class to read the corresponding parts of the sentences aloud. Crocodiles have got big teeth.Student’s Book page 49 side of the page and four telling parts on the right. Check by inviting volunteers to read the sentences aloud. . Explain that the telling part describes the Materials: A sheet of newspaper per group. Then. colourful Find and colour the naming and letters. food and weather they like for each season. pins. display naming part and telling part and inviting volunteers to their work on the bulletin board. When they finish. etc.. Answer Key: 67 Write the sentences. divide the class into them colour Laura green. Time to write 1 Look and point.

play track 1. Get Then. the holes and tie knots to hold the pictures.51 10’ the pictures. string. invite each picture. 68 . tell students to draw the items they want to them to colour the picture and invite them to take to each place in the bags. Tell them to colour it. tell them to switch roles and read the story again. Encourage students to say what clothes to wear for They tie the other end to a hanger with the sun a mountain adventure: hats. gloves. whether or not they like to play in the sun. have them cut out the pictures and rules. Hand out craft template 5a and ask students sandals. After that. Do the same with the second picture. The lighthouse keepers’ story Value: Being safe in the sun Before you read 10’ Make a sun mobile. Play the CD again and ask about the children: What are their names? Where do they go? After that. the class to say what a snow monster looks like: It’s Unit 5 . hand out the rest of the Draw a simple line drawing of a mountain on the materials and get students to make a hole in board. 10’ Divide the class into groups of three and have them each choose one of the parts to read. Then.Student’s Book page 50 white. hand out craft to compare pictures with a friend. students draw a snow monster other explanations for the footprints. scissors. etc. invite and give it a name. Ask them to read the story aloud. crayons. Encourage them to give In their notebooks. Then. in the middle. When they finish... etc. Then. It has got big teeth.. Elicit the name: mountain. a ball. template 5b.51 and get students to follow along in the book. The class holds up the corresponding picture for each. 15’ Look and draw the objects. Finally. invite a volunteer to read each rule 1 Listen to the first part of aloud. Finally. Tell them to glue the rules to the story. boots. get them say the activities they do. Have them thread string through a volunteer to read the title of the story aloud. weather like? Next. a and ask what place it is: the beach. Now read the story in groups. Then. It’s scary. what people take to the beach: sunglasses. 1. etc. Next. Materials: One photocopy of craft template 5 Refer the class to the first picture per student. Ask them clothes hanger. Encourage them to hang up their ask about the pictures in the story: Who can you see? sun mobile at home and follow the rules to be Where are they? What are they wearing? What’s the safe in the sun. have the class look at Assign homework 5’ AB page 50 the footprints in the snow and ask if they think that a Additional homework snow monster made them. imitating the character’s voices. glue.

etc. Then. group to come to the front and act out the story for Answer Key: the class. have them suggest what to they write the name of the person. 1. tell your object that has left the footprints.Student’s Book page 51 69 . play track 1. in mud. parents. they draw a picture of something that helps them not to be afraid: a friend. animal or do when you feel scared: talk to a friend. Get students Divide the class into groups of four and have them to draw the tracks of another animal or object. divide the class Now read the story in groups.52 and have students follow Have students look at the footprints and bike along in the book. Next. on the beach. Check by parents. that they think are scary and discuss whether these Ask students to follow the footprints from each things really are dangerous or whether it is just our picture on the left to the lines on the right where imagination. Ask the class about the first part of the story: Who  aterial: One half-sheet of white M are Mark and Fiona? Where are they? What do they paper per student. After that. etc. invite one They’re (roller skates). see? Then. Ask them who the snow monster tracks and ask them to suggest when you see was: their dad. Unit 5 . students draw a picture of how they feel when they are afraid.52 15’ Look and complete. choose parts to read aloud. bird dog bike girl Assign homework 5’ AB page 51 Additional homework In their notebooks. inviting volunteers to read out each word and spell it on the board. Ask them to read and Then. 15’ into pairs and hand out the paper. invite students to name things footprints (in snow. When they finish. Finally. they guess what their friend’s tracks are: act out the whole story. etc). 2  Listen to the second part of After you read 15’ the story.

arabian camels have only got Tell students to use the stickers for page 52. Next. camels.Student’s Book page 52 10’ ishen: goodbye. is: the Nile River. interviewer: wow! that’s incredible! ishen: and they can go for six months Answer Key: without water. Play Groups label the symbols: (raining). the seasons and write them on the board. narrator: listen and circle. fish and hippos live in the Pass around the photos of the pyramids and river. interviewer: thank you. Point out that Egypt is in Africa. Invite students to find seven weather travel there. a volunteer to read the first fact about Egypt aloud. Next. Finally. Camels can transport people and food symbols in their books and draw them. the Nile River its water for drinking. Next.53 write a sentence: In the spring. Tell students to point to the camels in the book. Egypt and that it is one of the longest rivers in the hotels and apartments. 10’ arabian camel. Then. After that. Then. 1. Its ask what the name of the famous river in Egypt pyramids are more than 25. Check as a class by return the paper. interviewer: one more question. Listen and circle. they the track again for them to check. invite a volunteer to read the sentence aloud and encourage Material: One sheet of paper per team. how long do camels live? 1. do camels drink a lot of water? Then. washing and growing and the Cairo Skyline. Have them put it in the space. Light up the world Warm-up: Let’s talk about Egypt! 10’ world. plants. Mime different seasons and encourage the class to Answer Key: 1 100 10 6 14 50 guess. Tell that it is the capital city of Egypt. When they finish. the class to guess why camels are called ships of the Divide the class into groups and hand out the desert: The desert is big like the ocean. ishen: yes. Do litres of water in ten minutes. interviewer: right. Groups choose an activity for each season and track 1. so most people live near the Nile River and use photos of the pyramids. only fourteen kilometres per hour. invite groups to read their interviewer: hello. After that. Unit 5 . elicit the names of 70 getting volunteers to read the sentences aloud.000 years old. hold up the photo of the pyramids. Some have got Check what you know! one hump and others have got two. they can live for fifty years. ishen! is this your camel? . her name is cleopatra. Explain that Egypt is a very old civilization. Next. Then.53. explain that Egypt is a dry country Materials: A map of the world. that’s slow. ishen. Invite one hump. It has many students that it runs through the whole country of ancient buildings but also lots of modern offices. camels. Then. for long distances like ships do. explain that camels are about two metres tall. she’s an Read and stick. have students find the sticker that matches the ishen: oh yes. interviewer: she has only got one hump? ishen: yes. Have a volunteer find the Nile pass around the photo of Cairo and tell the class River on the map and pass around the photo. we wear jackets. Crocodiles.53 ishen: ah. play track have them pass their paper to another group. Students listen and circle the correct answer. Ask them if they have ever seen a camel at the zoo. the same with the rest of the facts and stickers. elicit three different activities for each season and add the verbs to the board. Have AB page 52 20’ the students point at the camels’ backs and explain that there are two types of camels. It is difficult to paper. interviewer: that’s amazing! can camels travel very fast? ishen: no. they can drink one hundred fact and hold it up.

they should review by saying objects from the pictures and getting the the unit vocabulary with My spelling practice on Unit 5 . Then. remind them that they can do their project with the help of their family. 5 It is advisable to create a stress-free and divide students into pairs. Check Before students are assessed. Decode the message. have groups write one question with Where and What using the verbs on the board: Where do you go d e s e r t in the summer? What do you wear in the winter? Finally. etc. a palm tree. ask the class to complete the faces i s h o t according to how they feel about what they know. and draw lines to match them to the pictures. During the evaluation: they like deserts and if they would like to visit a desert. Get students to T h e answer according to each season. Check by inviting a volunteer to read the message aloud: The desert is hot. Read and match. Point out the icons trees and explain that deserts can also have small and explain the additional materials that they places with water and trees. dry. etc. picture in the book and ask what is on the ground in Refer students to My project and tell them the the desert: sand.. After that. page 95 and the Time to check section on page 52 Finally. have students decode the rest of the message and compare their answer with a friend. 10’ Assign homework 5’ AB page 53 Write desert on the board and read the text aloud. Then.Student’s Book page 53 volunteers to read the corresponding texts aloud. encourage the class to say whether or not in the AB. Finally. After that. Tell them to read the texts supportive environment for taking a test. 15’ Refer students to the table and have them look at the 71 first word in the message. go through each step with them. have students colour the picture. • read the instructions for the first activity with students Answer Key: • read the example and clarify doubts • ask a volunteer for another example • assign time to complete the exercise • read the instructions for the next activity. a scorpion. one brass have got deserts in their country. Colour the desert. Then. sand. Invite a volunteer to find the next letter: h. need. sentences aloud. They are called oases. Ask students if they Materials: One piece of cardboard. My project Ask students what they know about deserts: They’re Make a weather wheel. Refer them to the fastener. Help them to find the letter for the white star and the pink diamond: t. point to a season Answer Key: and ask what the weather is like. Explain that each letter in the word has two symbols. They can be very hot. . Get them to look at the picture of the main materials for the craft. 15’ Invite the class to look at the pictures in the right- hand column and describe what they can see: A friendly reminder thermometres. Then..

students will learn and practise ways The lighthouse keepers’ story Unit 6 to describe the taste of food. for uncountable nouns and There aren’t any for We use There are some to talk about plural foods plural countable nouns. 72 • They’re sour. food! Objectives: • learn the names of foods • learn ways to describe the taste of food • learn about countable and uncountable nouns Food avocado /œÖv´Ö"kAÜÖd´U/ ____________ meat /miÜt/ ____________ bread /bred/ ____________ pear /pe´/ ____________ cheese /tSiÜz/ ____________ crips /krIsps/ ____________ chocolate /"tSÅkÖl´t/ ____________ potato /p´Ö"teIÖt´U/ ____________ egg /eg/ ____________ rice /raIs/ ____________ ham /hœm/ ____________ sausage /"sÅÖsIdZ/ ____________ lemon /"leÖm´n/ ____________ soup /suÜp/ ____________ lemonade /"leÖm´Ö"neId/ ____________ tomato /t´Ö"mAÜÖt´U/ ____________ Countable and uncountable nouns In this unit. we present countable and uncountable that we can count: There are some lemons. In this unit. . Granny makes a cake! • It’s spicy. nouns for foods. students will learn phrases and short exchanges used in everyday life. We use There’s some to talk about To form the negative. • It’s sweet. • They’re salty. food. we use There isn’t any foods that we cannot count: There’s some cheese. In this section. 6 Food.

learning English is like learning to play a • Linguistic competence by revising vocabulary musical instrument. 62). (SB p. 58). Remember that • Linguistic competence by recognising patterns you may be paving the way for a successful in spelling and sounds by identifying words career or a rewarding hobby. 54). a story that raises awareness about how different cultures use vegetables for cooking delicious recipes (SB p. new learning opportunities far beyond the scope • Autonomy and personal initiative by studying of a student’s time in school. We have adjectives to describe them (SB p. 59). 73 . to use them and have fun with them. 63). New words and grammar about food and acquiring new words and structures are not facts to memorize. students will develop: learning more effective for young learners. • Logical mathematical competence through Unit 6 relating a numerical ordering of questions and letter spaces to a list of clues in order to solve a puzzle (SB p. • competence in Learning to learn by Many of these involve not only teaching English. 56). along with many that begin with the same first letter (SB p. Develop • Interpersonal and civic competence by students’ independence and curiosity by inviting participating in cooperative pair and group them to find English online or in a movie and try work activities focusing on oral interaction to learn a new word or expression. Students learn to use games as formative testing strategy to be able to revise and detect weaker areas in their learning. not just pass a test. In addition. drinking milk and avoiding sugary reading a story for enjoyment while looking at foods. a linguistic model describing daily eating routines and then writing their own text from picture cues (SB p. Do your best to need and following the process for creating keep classes fun and unpredictable and present a shopping list (SB p. pictures (SB p. investigating ways of accessing English but showing students how to be successful outside the classroom that focus on language learners. • Cultural and artistic competence by reading Make a toothbrush holder. them that they do not need to understand every • Processing information competence by using word to use English well. many the class CD to obtain and process knowledge students are very anxious about their grades. 57). 61). This lesson provides both guided and semi-guided writing Value: Taking care of your teeth practice so students can gain confidence and It is important to take care of your teeth: autonomy through structured activities. Explain to your class that meaningful communication (TB p. 60). the materials with enthusiasm. brushing your teeth and going to the dentist • Linguistic competence by listening to and regularly. • competence in Learning to learn by playing games that revise the unit’s main contents (SB p. Teaching tip Basic competences There are many ways to make language In this unit. Help them to see that the goal of studying • competence in Knowledge and interaction English is to be able to communicate in a new with the physical world by perceiving the language. Also remind (SB p. 73). 55).

In their notebooks. 30). play the CD again. Then. Have fun! to the foods in the picture as they say the words. Finally. Write Food! on the board. ham. get the class to vote for their favourite type of food. 16. of the number. 13. magazine cut-out of one food for each adjective. 23. 26) they stand up. T: They’re white. play the track a third time and get students to repeat and give a thumbs up for food they like and a thumbs down for food they do not like. students stand up and say Food! instead bread. Finally. Listen and repeat. Then. After that. have them put the stickers down. tell students to use the stickers for Activity 1 on page 54. 15’ 1.54 15’ Draw and guess (see page 10) 20’ Play track 1. on side one of the board. Materials: Magazine cut-outs of spicy. If the number has got a six (6. pears. 1. a small bag. Have the class repeat the sentence. eggs. 20’ Finally. Form pairs and tell them to unscramble the letters to form the names of the foods. . sour and spicy.54 and have students repeat the names Now play Draw and guess with food of the foods. Then. put the magazine cut-outs in a small bag. sweet and sour food items. food! track 1. Also write 3 and 6 narrator: tomatoes. Assign homework 5’ AB page 54 74 describe different kinds of food and encourage Additional homework ex. They’re on the table. food. they see: a mum and her son in a kitchen. crisps.Student’s Book page 54 same with the other adjectives. They make a picture of it by sticking plasticine Invite the class to look at the picture and say what to a sheet of cardboard. Do the Unit 6 . lemons. and mime the meaning. shake their arms and say Food! Food! If students forget. Students take turns choosing a food item and saying It’s (sweet). Then. 1 Students choose their favourite food from Activity 1 Unscramble and stick. 6 Food. Next.54 Warm-up: Food! 10’ narrator: listen and repeat. Ask students what they are: kinds of food. Students point vocabulary. that for numbers with a three in them (3. Encourage them to give examples. With glue they stick down a Ss: Eggs. Point to the 3 and explain rice. say the previous number and encourage them to try again. potatoes. class from 1 to 30. students write sweet. After that. the mum’s cooking. AB page 54 Assign homework 5’ Additional homework ex. Say It’s spicy. salty. Answer Key: Have the class look at the first picture and ask what the boy is eating: a pepper. lemonade. ask students if they like spicy food. they compare the names on the stickers in the corresponding spaces with the unscrambled names. count with the meat. 2 students to guess what they are. salty.

2 Listen and colour. 1.55
10’

Have the class look at the picture and explain that it
is a family. Say the words for family members and Talk about the foods with
get them to point to them in the picture. Then, ask a friend. 15’
where Mum is: in the kitchen. Next, play track 1.55
Draw a simple line drawing of a piece of cake
and pause it after the first item. Ask who is eating:
on the board and elicit: It’s sweet. Say the
Dad. Elicit the colour of his food: yellow. Tell students
names of other food items to elicit the rest of the
to take out a yellow crayon and colour the cheese.
adjectives. Next, invite the class to look at the
After that, play the CD again and have them listen
photo and get a volunteer to read what the boy
and choose other crayons they will need. Finally,
says aloud. Ask students to guess which food he
play the track one last time and get them to colour
is describing. Then, form pairs and tell students
the food. Check by asking about each food:
to take turns saying the names of foods for their
T: What colour is Granny’s food?
friend to guess.
Ss: Orange.

Answer Key:
Assign homework 5’
AB page 55
yellow
red Additional homework
orange
Pictionary pages 104 and 105. Students read
the names of the vocabulary items and draw a
green picture for each.
brown

pink

track 1.55
narrator: listen and colour.
boy: dad’s eating cheese.
narrator: colour the cheese yellow.
boy: granny’s eating soup.
narrator: colour the soup orange.
boy: my sister’s eating chocolate.
narrator: colour the chocolate brown.

Unit 6 - Student’s Book page 55
boy: grandad’s eating tomatoes.
narrator: colour the tomatoes red.
boy: my brother’s eating avocado.
narrator: colour the avocado green.
boy: oh, no! the dog’s eating the sausages.
narrator: colour the sausages pink.

Listen and repeat. 1.56
10’

Play track 1.56 and invite the class to repeat the food
words and point to them in the book. Then, say
Mum and encourage volunteers to say which food
from Activity 2 their mum likes. Continue with other
family members.

track1.56
75
narrator: listen and repeat.
narrator: cheese.
tomatoes.
chocolate.
sausages.
avocado.
soup.

There isn’t any milk
there are some pears.
Warm-up: Spelling race 15’ there are some apples.

Divide the class into two teams and draw a line there are some tomatoes.
there are some peppers.
down the middle of the board. Assign a side to
each team. Ask four volunteers from each team
to stand in a line at the board and give the first
student on each team a piece of chalk. Say a Assign homework 5’
food word and students take turns writing a letter In their notebooks, students draw a picnic with
to complete the word. The first team to correctly five foods and label the foods in the picture.
complete the word wins a point. Continue with
three other words. Then, the students at the board
choose members of their team to replace them.
Play the game again with other food words.
The team with the most points at the end wins.

15’

1 Read and draw. 15’ Invite a volunteer to read the first example
sentence aloud. Ask students to point to There are
Invite the class to look at the picture and describe it: some and s. Next, refer students to the first activity
A family is having a picnic in the park. Ask students and explain that all of the words with There are
whether or not they like picnics. Encourage them to some end in -s. We can count those items. Then, get
say what they eat at picnics. Next, get a student to a volunteer to read the second sentence aloud and
read the boy’s question aloud. Have other volunteers have the class point to There’s some. Explain that
read the answers aloud. Then, tell students to draw all these are foods that we cannot count because they
the foods in the basket. When they finish, tell them to are substances, not items. We use There’s some to
compare picnic baskets with a friend to check. talk about these substances. Ask the class to say
Classify the foods. 15’
other foods that we cannot count: ham, chocolate,
meat, etc. Encourage them to say whether or not
Refer the class to the trays and invite a pair of volunteers this is similar in their own language.
to read the headings. Ask how the headings are
Unit 6 - Student’s Book page 56

different and have them point to ‘s and are. Then, tell Complete and draw. 15’
students to underline There’s some and There are some Ask students to look at the first sentence and
in the sentences in Activity 1 and write each food under elicit whether it is for foods that we can count
the appropriate category. Elicit the first one: (cheese). or foods that we cannot count: foods we cannot
When they finish, they compare answers with a friend. count. Get them to say why: We use There’s
Answer Key: some with foods that we cannot count. Then,
invite a volunteer to complete the sentence with
a food item that we cannot count: (bread). Ask
cheese pears
bread apples about the second sentence and get a volunteer
lemonade tomatoes to complete it: There are some (strawberries).
soup peppers Next, tell students to complete the sentences and
draw a picture for each. When they finish, they
Listen and check. 1.57
10’ compare sentences with a friend. Finally, invite
volunteers to read their sentences aloud.
Play track 1.57 and have students check their
76 answers. The order of the answers may vary. Model answer:
There’s some bread.
There are some pears.
track 1.57
narrator: listen and check.
narrator: there’s some cheese.
there’s some bread.
there’s some lemonade.
Assign homework 5’ AB page 56
there’s some soup.

15’
Warm-up: Scrambled words 15’
Write six scrambled food words on the board: Material: Unit 6 food word cards.
TAME (meat), ELMSON (lemons), ERIC (rice), etc. Stick the word cards to the board and invite
Form pairs and have students unscramble the volunteers to circle the foods we can count:
words. When they finish, elicit the words. avocados, peppers, lemons, pears, crisps,
potatoes, sausages, tomatoes, eggs. Write
There’s some and There are some on the board
2 Listen and write. 1.58
20’ and elicit which we use with words we can
count: There are some. Next, get volunteers to
Invite the class to look at the picture and describe
read the example sentences aloud. Say that we
what they see. Point out the empty fridge and the
use these forms when we have not got those
piece of paper in the girl’s hand and encourage
foods. Ask which sentence has got a food we can
students to guess what it is: a shopping list. Then,
count: There aren’t any pears. Explain that we
play track 1.58 and have students listen and write the
use There isn’t any for foods we cannot count
foods on the list. Play the CD again for them to check.
and There aren’t any for foods we can count.
Finally, check as a class by getting volunteers to write
foods from the shopping list on the board. Look and circle. 10’

Answer Key: Get the class to look at the pictures and point out
ham lemons meat tomatoes eggs milk that the containers are empty. Then, tell students
to circle the correct word to complete the
sentences.
track 1.58 Check as a class by getting volunteers to read
narrator: listen and write.
the sentences aloud. Invite students to make other
boy: there isn’t any ham.
sentences using the food words on the board.
girl: ok, h - a - m, ham.
boy: oh, and there aren’t any lemons.
Answer Key:
girl: no lemons! ok, l - e - m - o - n - s.
boy: oh, no! there isn’t any meat.
girl: ok, that’s m - e - a - t.
boy: oh! there aren’t any tomatoes.

Unit 6 - Student’s Book page 57
girl: all right. tomatoes. t - o - m - a - t - o - e - s.
boy: and there aren’t any eggs.
girl: eggs is e - g - g - s.
boy: what is it? oh, look! there isn’t any milk.
girl: right, m - i - l - k. milk.

Assign homework 5’ AB page 57
3 Listen and chant. 1.59
20’
ex. 2
Additional homework
Invite the class to find four food words in the chant: In their notebooks, students choose two foods
potatoes, meat, tomatoes, cheese. Read the title aloud and write sentences to say whether or not they
and ask students whether they are hungry. Encourage have got those foods at home: There are some
them to say what they like to eat when they are hungry. (lemons). There aren’t any (sausages).
Then, play track 1.59 and have students follow along
in the book. Play the CD again and invite them to join
in. Mime the actions. Finally, do the chant again and
encourage the class to imitate your actions. 77

Assign homework 5’ AB page 57
Additional homework ex. 1
Students stick a magazine cut-out of a fridge in
their notebooks. They write a shopping list with
three foods next to it and illustrate them.

There aren’t any (tomatoes). Hangman (see page 10) 15’ Now play Hangman. students choose three foods and illustrate them with magazine cut-outs. students compare books 3. switch roles and repeat. When they finish. 6. Next. There isn’t any bread. Check by inviting volunteers to read the sentences aloud. There aren’t any avocados. divide the class into pairs and tell Pair work 15’ them to complete the rest of the sentences. Practise food Assign homework 5’ AB page 58 vocabulary.60 15’ Invite the class to look at the picture and say how Refer the class to the song and invite volunteers to find many kinds of food they see. When they finish. Answer Key: Tell them to take turns describing the foods in 1. to check. 1 In their notebooks. Look and complete. Then. their fridge and drawing the missing foods. get students to follow the text as they hear it. 1. ex. There’s some cheese. 4. they write two sentences In their notebooks. Student A looks at page 114 and student B looks at page 119. Do the same with the names of other objects on the table. Then. divide the class into two groups. 2. point out the words in the table and get students When they finish. (meat). play track 1. Assign homework 5’ AB page 58 They label them: There are some (strawberries). to complete the first sentence.Student’s Book page 58 Additional homework There’s some (rice). Encourage mimes eating those foods. 2 Unit 6 . Encourage them to say a food beginning with C: chocolate. Time to practise! 1 Find and colour the foods. Elicit the answer: There’s some cheese. students draw a shopping for foods they did not illustrate: There isn’t any trolley with the food items from the song.60 and students to colour the food items. Play the track again. tell other food words in the song. Assign student A and student B. There’s some chocolate. CD again and encourage the class to sing along. Then. Next. second verse. They switch roles for the students to say what colour they used for each food. There are some sausages. Play the they show their picture to a friend. 10’ 2 Sing a song. There are some pears. 78 . 5. 15’ One group sings the first verse and the second group Elicit the names of the foods in the picture. Both groups sing the last verse together. Have fun! Additional homework ex. Then.

meal the giant is having: breakfast. Time to write 1 Read and decode. Ask what magazine cut-outs of food. Answer Key: Assign homework 5’ AB page 59 eggs soup a sandwich fish ice cream Look and write. compare texts with a friend. a cow. display the menus on the bulletin board. point out they know and illustrate it with magazine cut-outs or the first picture in the text and elicit the name of the drawings. a little man. Have them vote on their favourite restaurant. Check as a class by having Encourage the class to look at each other’s work. to the first sentence in the text and invite a volunteer Get students to make a simple menu with the foods to tell you the giant’s name: Otto. pins. Answer Key: In the morning. tell students to complete the text according to the pictures. Next. tell students to complete the text name of their restaurant at the top of their page. groups write the sentence aloud. she has orange juice for breakfast. Read the first two sentences aloud. she has pizza and sausages for dinner. At three o’clock. volunteers read the text aloud. Then.Student’s Book page 59 and invite them to guess what Lisa does and what she has for each meal. Before she goes to bed. Then. 10’ Bulletin board idea 20’ Invite the class to look at the picture and say what they Materials: One sheet of poster paper per group. Get students to look at the other pictures Unit 6 . she has spaghetti and a pear for lunch. using the pictures as a guide. When they finish. see: a giant. a clock. When they finish. etc. When they finish. crayons. 15’ Refer the class to the picture of the girl and ask what her name is: Lisa. she has orange juice for 79 breakfast. Invite a volunteer to read the completed and their prices. Refer students Assign students to groups and hand out the paper. . After that. they Finally. They should write the names of the foods food: eggs. have a student say what Lisa has in the morning: In the morning. invite some volunteers to read their texts aloud to the class.

imitating the characters’ voices. say which are their favourites. They Granny’s cake. When they finish. Additional homework In their notebooks. etc. 1. one Elicit the names of fruits and vegetables and photocopy of craft template 6 (see TB CD-ROM) write them on the board. Encourage students to per student. and vegetables. crayons. plasticine.Student’s Book page 60 students choose a part to read: the narrator. Encourage students to say whether or not they like the fruits and vegetables in the pictures. students switch parts and read the story again. 80 . Unit 6 . Next. Materials: A small plastic bottle. hand out the templates and have cake they like. Encourage them to share their new toothbrush Then.61 10’ etc. not eat sweets. 10’ fruit or vegetable people and name them: Carl Divide the class into groups of three and have Carrot. have them compare the top off of the bottle to form a cup. play track glue the pictures to the outside of the bottle. Get the class to guess the flavour of students colour them and cut them out. The lighthouse keepers’ story Before you read 10’ Value: Taking care of your teeth 15’ Draw your favourite fruits Make a toothbrush holder. glue. Paula and Ian. Prepare their pictures with a friend. Tell them to read the story aloud. eat healthy foods. Next. Draw a simple line drawing of a toothy smile on the board and ask students how 1 Listen to the first part they can take care of their teeth: brush them twice a day. tell them to Note: Students should bring the plastic bottle draw their favourite fruits and vegetables in the from home.61 and have students follow along in their books. Then. students draw a family of Now read the story in groups. Then. Their parents help them to cut boxes. of the story. a few extra bottles for students who forget to bring theirs. Refer students to the last scene and get students to guess what Granny’s Assign homework 5’ AB page 60 surprise is. 1. Accept all answers. When they finish. They the children are: in a garden. Polly Potato. Tony Tomato. scissors. have them stick a small handful of Invite the class to look at the pictures and ask where plasticine in the bottom of their bottle. Have a volunteer should press it flat to help the bottle stand up read the title aloud and ask students what flavour of straight. play the CD again and ask students to read holder with their family! along with the voices of Paula and Ian.

Next. Unit 6 . Now read the story in groups. Assign homework 5’ AB page 61 Additional homework In their notebooks. students draw a picture of three vegetables and draw a face for each to show whether or not they like it. Invite students to say whether or not they like carrot cake. cake. Tell them to find the class follow along in the book.62 15’ Circle the foods you can find Have the class look at the first part of the story in the story. ask them the pictures of foods in the story and circle them. form pairs. Then. Finally. Then. Encourage students to guess what happens next. Check by getting volunteers to say the names of Ask what is unusual about the cake: It’s a carrot the foods. When they finish.62 and have point to them. 2 Listen to the second part After you read 10’ of the story. Students read the whole story aloud and act out the parts. It has got carrots in it. Say some food words quickly and get students to Accept all answers. ask Answer Key: them if they know any other desserts with vegetables in them. Invite the class to look at the names of the foods. 1. play track 1. again and elicit information about the characters.Student’s Book page 61 81 . invite a group to act out the story for the class. they switch roles and act out the story again. 15’ Divide the class into groups of four and assign roles. what happens: Paula and Ian eat Granny’s cake. Finally.

Pass and people speak French. Invite narrator: number four.Student’s Book page 62 1. on the board. get them to read their sentences juliette: we have orange juice and apples for our aloud. They write juliette: hello. Get students to say our teacher shows us healthy foods. Point out the to the right cut-out. When they finish. Show ever seen a picture of the Mona Lisa and tell them where Europe is and invite a volunteer to them Leonardo da Vinci painted it. Next. Finally. the Mona Lisa Lisa. Next. which picture it is connected to: the Eiffel Tower.. It is one of find France. . Finally. etc. Read and draw the paths. art museum in the world. spicy and sour students to number the pictures as they hear them. Then. making a salad. salty. according to how they feel about what they know. for its delicious food. Light up the world Warm-up: Let’s talk about France! 10’ more than four hundred different kinds. Read the first text aloud. It is also one of the Write France on the board. France is famous the photo of the Eiffel Tower around the class. assign each group one narrator: listen and number. Remove the word cards and give Play the CD again for them to check. they see. Explain that the capital city is Paris the most popular paintings in the world. check each group four cards.63 and tell four groups. he / she chooses to read what the girl says aloud. When narrator: number one. mmm! it’s a strawberry. There are tower every year. divide the class into boxes in each picture. When a Refer the class to the pictures and invite a volunteer volunteer says a food word. Next. 10’ juliette: we try different foods. Ask students if they have and tell the class that France is in Europe. it’s sweet and delicious. Display the map biggest in the world. Tell them to stick each as a class by saying the foods in the picture and card under the word that describes that food. one Unit 6 . we’re from the texts to the pictures with different colours. of the taste categories on the board. they finish. look! we have got read the remaining texts silently and draw the paths cucumbers. i’m juliette. Explain that the Louvre is the most famous and the Eiffel Tower. narrator: number three. Pass Materials: A map of the world. ask the class to complete the faces snack. around the photo of the Louvre and the Mona photos of croissants. the Louvre. category. Then.63 sheet of white paper per team. Write sweet. students juliette: we prepare food.63 taste: It’s (spicy). Answer Key: AB page 62 20’ Check what you know! Materials: Food cut-outs with word cards. Pears aren’t in this category. Answers will vary. There is also lots of cheese. point to some foods and elicit possible descriptions of the 82 track 1. Listen and number. we learn sentences about their category: Cheese is in this about healthy foods at school. The French invented Explain that it is a very famous tower in Paris. in france. point to the different foods to elicit the names. the croissant. narrator: number two. check as a class by getting volunteers to say if the foods in each category Answer Key: 3 1 4 2 are correct. them to draw the path with a crayon. play track 1. getting volunteers to say the corresponding number. tomatoes and lettuce. Pass around the photo of the Tell them that seven million people climb the croissant. Invite the class to look at the pictures and identify what juliette: we visit the supermarket with our teacher. 5’ Stick the cut-outs on the board and stick the word cards all throughout the board. Get students the corresponding word card and sticks it next to identify the foods in the pictures. Then.

. Finally. Have fun! .Student’s Book page 63 together. Then. each. During the evaluation: • read the instructions for the first activity with students Solve the puzzle and find the message. Refer students • read the instructions for the next activity. Before students are assessed. elicit an example for student. Finally. Next. Classify and stick the foods. 15’ • read the example and clarify doubts • ask a volunteer for another example Get the class to look at the crossword puzzle and • assign time to complete the exercise explain that there is a secret message. Students mime eating different foods. Then. 10’ Assign homework 5’ AB page 63 My project Have the class look at the girl and invite a volunteer to read what she says aloud. invite the class to read the secret message aloud: Eat fruit. to the first clue and invite a volunteer to solve it. Then. string. When they finish. Help with Materials: Eight sheets of white card per meaning as necessary. Answer Key: r e d b a n p a r a n a a c h u t e f i s p a r h i s s o u r m i l p o k t a t o 83 Simon says… (see page 10) 15’ Now play Simon says. Get other volunteers to Make a fruit and vegetable mobile. A friendly reminder 6 It is advisable to create a stress-free and supportive environment for taking a test. read the food categories in the table aloud. need. Point out the icons identify their category. check by reading the clues aloud and getting volunteers to say and spell the answers.. Finally. tell students to use the stickers for page Refer students to My project and tell them the 63. go through each step with them. Get students to say the names of the foods and main materials for the craft. a clothes hanger. they should review the unit vocabulary with My spelling practice on page 95 and the Time to check section on page 62 in the AB. remind them that they can do their Answer Key: project with the help of their family. etc. they put the stickers in and explain the additional materials that they the spaces. form pairs and have them solve the puzzle Unit 6 .

• What do you want to be? I want to be a firefighter. 7 I want to be an astronaut Objectives: • learn the names of jobs • ask and answer questions about what they want to be when they grow up • ask and answer questions with the present simple Jobs astronaut /"œsÖtr´ÖnOÜt/ ____________ pilot /"pAIÖl´t/ ____________ chef /Sef/ ____________ police officer /p´Ö"liÜs “ÅÖfIÖs´/ ____________ clown /klaUn/ ____________ secretary /"sekÖr´ÖtrI/ ____________ doctor /"dÅkÖt´/ ____________ football player /"f"UtbOÜl pleIÖ´/ ____________ firefighter /"faI´ faIt´/ ____________ taxi driver /"tœkÖsI “draIÖv´/ ____________ musician /"mjuÖzIÖS´n/ ____________ teacher /"tiÜÖtS´/ ____________ nurse /n‰Üs/ ____________ vet /vet/ ____________ Present simple In this unit. / No. we use the present simple to talk about questions about another person’s activities. The lighthouse keepers’ story In this unit. (he) does. students will learn phrases and short exchanges used in everyday life. We add -s to Does + he / she + the infinitive of the verb. To ask In this section. (he) doesn’t. we use activities related to different jobs. 84 . We can verbs in the third person. using doesn’t with the infinive of the verb. We form the negative by use short answers: Yes. students will learn and practise ways The wrong clothes to talk about what they want to be when they grow Unit 7 up.

better when there is real information to 3-end. 64). Show interest in their answers with the physical world by using previous by commenting and asking follow. This way. but be consistent. • Logical mathematical competence through T: I like pizza. 69): 1-beginning. enjoying it. keep using it. Teaching tip Basic competences Take advantage of routine exchanges in the In this unit. simple phrases with mini posters.up questions: knowledge about jobs to solve a riddle and T: What’s your favourite food? answer information in a true fashion (SB p. • Linguistic competence by practising the use of etc. remove order to describe professions (SB p. As the Present Simple affirmative and negative in they grow confident with the language. simple questions that relate to their experiences. 67). too. Include • Cultural and artistic competence by using common questions students frequently ask: drama in the classroom to play a mime May I go to the toilet?. the posters and encourage them to continue • competence in Learning to learn by using using the expressions. help students understand meaning. May I have (a rubber)?. 85). then. If possible. • Cultural and artistic competence by using their ability to sketch in the classroom to play Draw and guess to revise occupations Unit 7 (SB p. 72). Introduce • Autonomy and personal initiative by items gradually. 68). Do you like it with (pepperoni)? sequencing steps in a structured writing Remember that students learn to speak English activity (SB p. How do you say _____ in guessing game (SB p. 66). Begin • Linguistic competence by recognising and with simple instructions and requests: Stand using routine classroom language as a tool for up! Sit Down! Open your books! This often real and meaningful communication works best when you use familiar gestures to (TB p. • Processing information competence by using the class CD to obtain and process knowledge about being an astronaut (SB p. Make a community chain. • Interpersonal and civic competence by Value: Appreciating community helpers understanding social reality and appreciating Appreciating community helpers means the role of community members (SB p. S: Pizza. Once you imagining what profession they would like to start using an expression or vocabulary item in have when they are older and using different English. label furniture tones of voices to express their preferences and classroom objects. 85 . students will develop: classroom to get students to use English. 73). students will have a reference. while using conjunctions to express communicate. You can also introduce (SB p. • competence in Knowledge and interaction likes and dislikes. as well. Ask them about professions (SB p. and then showing understanding of the professions (SB p. I’ve finished!. 71). these movements: first. 70). 65). You should greet and deductive reasoning in a guessing game praise students in English. who make it a great place to live. 2-middle. English?. remembering the people in your town or city • Linguistic competence by listening to a story. This lesson focuses student’s attention on logical cohesion in discourse. finally.

Students say the question hat – clown. 2. Next. point to the characters to elicit their job: I have got a flower in my words on the board.1 narrator: listen and repeat. Then..1 and have students repeat the names of the occupations. 7 I want to be an astronaut Warm-up: Matching 15’ Assign homework 5’ AB page 64 Additional homework ex.Student’s Book page 64 Now play Chinese whispers. Then. musician. 86 narrator: clown. Students say what they want to be when they grow up. Then. read it aloud. Students glue pieces of pasta to a piece of Stick the photos to the board and assign cardboard to form the name of a job. 1 Materials: Photos of various professionals and accessories for their job. they students to teams 1 and 2. tape. football player. I want to be an (astronaut). track 2.1 10’ Assign homework 5’ AB page 64 Additional homework ex. speak loudly for the jobs they like and crouch down and whisper for the ones they do not like. get students to look at the pictures Then. doing two jobs and answer the question accordingly: I want to be a (nurse). Next. Have fun! Listen and repeat. 2 Play track 2. astronaut. After when we want to know what a child wants to that. The team with the most photos wins. 20’ 1 Stick and read. Then. Finally. Next. nurse. have students look at the words together and answer according to the job you for jobs and encourage them to find any that are are pointing to. doctor. 15’ Write the first two letters of some jobs on the Refer the class to the unit title and invite a volunteer to board and invite volunteers to complete them. tell students to have a pair of volunteers read the question and use the stickers for Activity 1 on page 64. Chinese whispers (see page 10) 20’ Unit 7 . . Then. mime some jobs for students to guess. students place the stickers. chef. Explain that we ask this question the words on the stickers are the names of jobs. Encourage them to stand up and similar to their language. firefighter. they draw themselves word. they write their team’s number under the photos. Play the CD again and ask the class Students write the title What do you want to be? to point to the corresponding picture as they say each in their notebooks. invite volunteers decorate it with paint or glitter. refer students to the child in the photo and and identify the children’s jobs. from each team to find the matching photos and stick them next to each other. have them vote on the class’s favourite job. Answer Key: Then. Point out that answer aloud. Check by describing be when he / she grows up.

narrator: she’s a police officer. narrator: he’s a taxi driver. good morning! narrator: she’s a secretary. Students listen again to the miming different jobs and asking about them.3 Invite the class to look at the pictures and say what narrator: listen and repeat. narrator: number two.. I (am). narrator: number four. Practise jobs vocabulary.3 5’ 87 Play track 2. police officer. this is your captain speaking. them to describe the people in the photo for their narrator: number five. . 3 Play a mime game with a friend. Students take turns the arrows to the pictures. teacher. narrator: number three. narrator: listen and point. with pictures in the book. woman: hello. the jobs. 2.2 5’ track 2. Next. woman: how much is that? man: three pounds. Answer Key: I spy. Choose Listen again and complete. taxi driver. 2. friend to guess. Tell students to follow Then. Ask your friends. Ss: Are you a (chef)? Point out the letters at the top of the page and invite T: (Yes). each person does: He (cures animals). narrator: number one. Play the CD again and get them to point to the corresponding picture as they say the word. volunteers to read them aloud.2 5’ another job and mime it for the class to guess. Listen and repeat.. open your books. Students read p v t the names of the vocabulary items and draw a picture for each.. Ask the class to look at the photo and invite a pair of volunteers to read the dialogue aloud. man: what’s the matter? narrator: he’s a vet.2 and complete the names of the jobs with the invite volunteers to mime jobs for the class to guess. ask what job the boy is miming: taxi driver.3 and have students repeat the names of the jobs. 10’ woman: hello. Check by asking volunteers to Unit 7 . 2. Then. narrator: number six. secretary. Have fun! p s t Assign homework 5’ AB page 65 Additional homework Pictionary pages 106 and 107.. 2 Listen and point.2 vet. you! stop! police. woman: hey. track2. Finally. 10’ narrator: she’s a teacher. 2. boys and girls. Next. Have students look at the photos and identify woman: hello.Student’s Book page 65 read the words aloud and mime the job. divide the class into pairs and tell narrator: she’s a pilot. play track narrator: pilot. corresponding letters. please. audio 2. divide the class into pairs.2 and have students point to each job as they hear it. (see page 10) 5’ Now play I spy. please.

invite volunteers to 2 Listen and chant. Next. Explain that this is a negative sentence. they circle Assign homework 5’ AB page 66 their favourite and illustrate it.4 20’ read their sentences for the class to guess. read the first aloud and explain that we use this type of text aloud. Point out that we add doesn’t to form Answer Key: the negative and that the verb loses the -s.. After that. they illustrate the sentences.4 and get students to guess the other job: musician. Have the class look at the picture and identify what Answer key: they see: a man. Unit 7 . 1 Students choose their five favourite jobs and write them in their notebooks. form pairs and have each pair write two sentences about a job. explain that each text describes Invite a pair of volunteers to read the sentences one of the jobs in the pictures. play the CD again and invite students to join in. Next. Check by inviting volunteers to read another singular person. Refer students to the texts aloud and say the jobs. Tell students to point to the s and After that. a cat. regularly. read the sentences again for the class to guess the job: teacher. Then. Finally. etc. Mime actions for each line and encourage students to imitate you. Additional homework ex. sentence to talk about things that people do Students draw a line from the text to the picture. Then. Then. Invite a volunteer to say the job: chef.Student’s Book page 66 Assign homework 5’ AB page 66 Additional homework ex.. tell them to match the remaining texts with explain that verbs end in -s when we talk about the pictures. Then. Then. 2 Students choose the job of a family member or someone they know and write three sentences in their notebook about him / her: She doesn’t wear a uniform. 15’ Refer students to the picture of the secretary and tell them to circle the correct option to complete each sentence. second sentence. After that. She cures animals. 88 . Look and circle. 15’ 10’ Refer students to the pictures and have them identify the jobs. get a volunteer to read the title aloud. etc. play track 2. 2. Check by getting a volunteer to read each sentence aloud. a table. She doesn’t work in a school 1 Read and match.

a dog. a hospital. question and compare with a friend to check. students write Does (she) wear a hat? Then.5 We use the infinitive form of the verb. they draw a picture of a girl or boy with one of the jobs from this unit. They should 3 Listen and underline. class to guess. 15’ Does he work in a hospital? No. he doesn’t. etc. Invite the class to look at the pictures and say what they see: a police officer.5 10’ write the answer according to their picture. play track 2. Refer students to the pictures and ask them to describe what they can see in each one: a fire station. a sports centre. etc. Then. Write their names on the board. she does. 10’ narrator: number two. that people do regularly. Then. Answer Key: 4 Play a guessing game. divide the class into pairs. Invite a volunteer to answer No. Finally. Encourage them to invite a volunteer to describe a character for the investigate answers to their questions after class. Yes. Invite volunteers to read out the short answers. Stop! (see page 10) 15’ Assign homework 5’ AB page 67 Now play Stop! Practise jobs Additional homework ex. Check by asking the questions and getting volunteers to 10’ read the answers aloud. to the class and get volunteers to answer. Then. Then. 89 etc. Yes. a car. we use this type of question to ask about things 3. Add that narrator: listen and underline. she doesn’t. Next. she hasn’t. Play the CD again and tell students to underline the correct option for each item. 2 Invite a pair of volunteers to read the dialogue aloud Additional homework and encourage students to say which two people Invite students to say the names of four famous have lunch at two o’clock: the taxi driver and the people. Then. 2. he doesn’t. she doesn’t. Have fun! In their notebooks.Student’s Book page 67 narrator: number four. girl: does she wear a hat? Elicit the question: Does he work in a hospital? boy: yes. she does. a thief. Next. Explain that 1. One have students choose one of the four people. Invite some students to read their question boy: yes. 4. Explain that Assign homework 5’ AB page 67 the boy and girl are talking about one of the jobs. Unscramble and answer. have students write another question about the girl: does she work at night? pilot. get students to point to the word Does and explain that we begin questions about another person with this word. 1 vocabulary.5 and have students listen and point to the answers. ask about him / her: Does he / she play a guitar?. she does. Does he / she wear jeans?. she does. Tell the class to look at the first question and Answer Key: invite a volunteer to read it aloud. ex. student chooses a job and the other asks questions: In their notebooks. girl: does she ride a bike? Invite the class to look at the photo and identify boy: no. No. . girl: has she got a cat? boy: no. 2. tell them to unscramble the narrator: number three. they write four questions to Does he drive a car? Does he wear a white coat?. we can use short answers with does and doesn’t. the job: pilot. she hasn’t. track 2. No. firefighter. they switch roles and play again. narrator: number one. Unit 7 .

In their notebooks. Next. drive a taxi. Continue with other job words. she doesn’t. students draw a picture to them on the board. etc. Invite the first Does she drive a taxi? Elicit the answer: No. Assign student A work in a fire station. play the and student B looks at page 119. students solve the riddle: He’s a firefighter. Encourage the class to think of and student B. They draw a picture of the negative sentences. Students take turns guessing the Unit 7 . they write Who is (she)? person. the points below the line. Who is she? Read your riddle to a friend. he doesn’t. She works in a hospital. The team with the most Answer Key: points at the end wins. she does. __ __ __ __ __ 1 2 3 4 5 2 Look and complete. He works in a describe it. (he) (cure animals)? Then. rest of the riddle sentence by sentence and draw a line through the jobs that are not possible. If it is not part of the Check by inviting volunteers to read the questions word. 5’ Wrap-up: Say a letter! 20’ Divide the class into pairs and have them read their Divide the class into teams. Invite them to complete the first question: letters to discover the job: pilot. he does. Write them on the board. Does she No. 1 Invite a volunteer to read the first sentence of the riddle aloud. Encourage them to use both affirmative and restaurant. If it is part of the word. 15’ Pair work 20’ Elicit the actions from the riddle and write them on the board: cure animals. write doesn’t. not say the word before it is complete. Students guess possible jobs. they write names of the jobs on the lines. 2 Does he No. . they write the answers. write it on the side of the board and ask the aloud and say the answers. Then.. Students look guitar. Time to practise! 1 Read the riddle and guess. Next. 10’ Assign homework 5’ AB page 68 Additional homework ex. She wears a uniform. get volunteers to read the illustrate their riddle. Make sure teams do job for each picture. Write In their notebooks.. When they finish. Finally. she team to guess a letter. at each job and give clues for their friend to tell students to choose a job and write four sentences to guess: He doesn’t wear a tie. At the end. 15’ Tell the class that you are thinking of a job with Refer the class to the first picture and identify the five letters. Then. Does doesn’t Does does Assign homework 5’ AB page 68 Does he Yes. Elicit the name of the next team to guess a letter. She doesn’t work in a school. Additional homework ex. fly a plane. compare books to check their answers. Student A looks at page 115 other actions to describe a job: cure people. wear a uniform. Divide the class into pairs. Then. etc. students draw a job and write 90 two questions: Does (he) (play football)? Does Does she Yes. have students complete the other it on the corresponding line and award the team questions and answers according to the pictures. Now write your own riddle. invite volunteers board and number them: to read their riddles for the class to guess. Draw five lines on the riddle for their friend to guess.Student’s Book page 68 girl’s job. students Model answer: She doesn’t drive a taxi.

he goes to sleep. red blue green Answer Key: Complete the paragraph about Pat. animal or name: Jenny. 5’ in the middle of their sheet of paper. ask the class What sentences that begin with Then and Finally. Remind them that we use -s on Invite the class to look at the text and find the girl’s the verb when we talk about another person. I wash the elephants. refer students to the table and write First. Invite volunteers to First. Tell students to write I want to be. Refer them to the sentences and explain that they are have them complete the paragraph about Pat with Jenny’s activities at the zoo. on the bulletin board and encourage students to look at their work. Students write the sentence in their books. Ask them to identify the the girl is a zookeeper. refer them cut their face out of the photo and stick students to the three sentences. Invite students to complete the Look and number. get volunteers to read the words aloud. Middle Answer Key: describes the middle and End describes the last part. 10’ Have a volunteer read the first part of the story aloud. 5’ Invite the class to look at the pictures of the elephant and Ask the class to look at the three pictures of Pat the the girl. Time to write 1 Look and match. Assign homework 5’ AB page 69 . Explain that Beginning describes the first part of a story. When they finish. have colour for Beginning: green. Get the class to identify the 91 Answer Key: most popular occupation. Do the same for the Finally.. 5’ sentence: looks for food. Then. have Invite a volunteer to read the text aloud. students draw themselves with the job they Check by getting volunteers to read the whole text want to do. point to the corresponding picture. Complete using the sentences in order. Write zookeeper on the board and explain that dog. Then. Check by colour is the Beginning? Tell them to find the sentence inviting a volunteer to read his / her paragraph aloud. Encourage students to guess what Beginning picture: Pat’s looking in the fridge. he looks for food. Finally. I brush their teeth. on the board. I give them the food..Student’s Book page 69 other sentences. Repeat with the Middle and End. explain why they chose their job. Ask them to write the all the group’s faces around the paper. he eats sausages. Then. them to the headings on the sausages and elicit the point out the different colours on the frames. 1 Divide the class into groups and hand out the materials. that. Then. 3 Note: Ask students for their photo at least one week before this activity. pins. Do the same with the other sentences. Refer a zookeeper does: takes care of animals at the zoo. 2 one recent photo of each student. Then. Next. that starts with a green word and number it: 1. invite a volunteer Answer Key: to read the first sentence aloud and get the class to First. he ________. Next. Then. 5’ 2 Look and colour the frames. Tell them Pat’s hungry. Then. Have them colour the students match the frames to the words by colour. Then. thing. Have students point to the picture of Jenny. hang the posters aloud sentence by sentence. Unit 7 . Then. sentences in the correct order to complete the text. Answer Key: Bulletin board idea 15’ Materials: One sheet of poster paper per group. After frame green.

Explain that all of these volunteers to read the words aloud. encourage them to display their community chain at home and to remember that the story. After that. Hand T-shirt shorts dress hat out the card.6 and have students follow along in their books. they per student. They should read the story aloud. Materials: One photocopy of craft template 7 Ask students to look at the per student. Invite students to say what Additional homework Vicky and Alex can do. Encourage them to guess its meaning from the pictures. Check by inviting name the occupations. When they finish.Student’s Book page 70 Now read the story in groups. Encourage students to say how each occupation influences our lives. Ask the class to look at the pictures and refer them to the title. 10’ they write the name of the occupation. Students glue magazine cut-outs into their notebooks to illustrate the mystery job. Divide the class into groups of three and have students choose a part to read: the narrator. glue. imitating the characters’ voices. Then. Students glue the bottom of the community chain onto the paper. Unit 7 . people are community helpers in one way or another. 15’ Connect the dots and write.6 10’ it is important to appreciate and respect all jobs. Then. write the name of each item of clothing on the Hand out the templates and invite the class to line below each picture. Alex AB page 70 has got the ballet dress. Alex and Vicky. 92 . they Answer Key: entertain us or make our lives better in some way. Then. The lighthouse keepers’ story Value: Appreciating community helpers Before you read 5’ Make a community chain. Remind them to write their name on the paper. Ask them what clothes Assign homework 5’ each child has got: Vicky has got the football kit. have them colour and cut out the template. Then. They help us in emergencies. 2. get them to switch roles and read the story again. scissors. Invite them to glue the top together. play track 2. Then. get them to compare community chains with a 1 Listen to the first part of friend. tell them to fold the template along the dotted lines to make the charaters stand up. crayons. one sheet of card pictures and connect the dots. Finally.

Ask students to read the whole story Answer Key: aloud. What do they drink?. a part to read: the narrator. to remember all of the jobs in the pictures of Then. the teacher. Unit 7 . Tell them to try meet?. invite a group to read chef teacher and act out the story for the class. play track 2. remember. Invite volunteers to tell you jobs they the pictures and follow along in their books. have them switch roles and read the story again. imitating the characters’ voices. Ask the class questions about the first part of the Divide the class into pairs and story: What are the children’s names?. Invite the class to police officer taxi driver participate by making the necessary sound effects. the police officer and Alex. Then. etc. 15’ Get them to write the jobs from the story on the lines. What’s the problem?. Then.Student’s Book page 71 93 . 2. 2 Listen to the second part of After you read 15’ the story. have students open the book.7 10’ List all the jobs from the story. Encourage students to make sound effects when other group members are reading. Where do they ask students to close their book. Now read the story in groups.7 and get the students to look at the story. Check by having volunteers write the jobs Divide the class into groups and have them choose on the board. clown musician Assign homework 5’ AB page 71 Additional homework Students stick plasticine to a piece of cardboard to make a picture of a job. Next.

refer the class to the pictures and explain that there is an International Space Station in orbit around the Earth. deep river valley. we put on our space suits and go outside the station. Point to New York on the map and barbecues and eat them with bread and salad.2 . explain that the astronauts are floating cure animals. there’s no gravity. tell them interviewer: what jobs do you do every day? to put the stickers in the corresponding spaces on susan: we do experiments. an on the map.Student’s Book page 72 2. Answer Key: 4 . narrator: number two. Continue with other pictures. students . Light up the world Warm-up: Let’s talk about the USA! 15’ explain that New York is the biggest city in the Materials: A map of the world. narrator: number three. You map. the Grand Canyon. Play the CD again for them to check. they read their riddles for another team 94 to guess: He’s a musician! Then. we eat omelettes. Then. yes! it’s great! Tell students to use the stickers for page 72. It is more than 400 kilometres Write USA on the board. D. are people in the costumes of Disney characters. it’s great! The first person to walk on the moon was an American astronaut. too! narrator: number four. the Statue of Liberty is a famous monument in People cook chicken and hamburgers on the New York. so we drink soup with a straw. susan: we send e-mails to our families and 10’ read books. check as a class by asking a volunteer to say what Hand out the paper. photos USA. Invite narrator: number one. finish. in their teams. Answer Key: interviewer: do you walk in space? susan: yes. but my favourite hobby is looking through the window. Explain that the USA does a lot of space exploration. interviewer: what do you do in your free time? Unit 7 .C. The USA makes a invite a student to go and point to the USA on the lot of famous films. When they because there is no gravity in space. 10’ susan: hi! interviewer: do you like being an astronaut? susan: oh. too. i’m studying the page. Teams write a riddle about they see in picture 1. Astronauts AB page 72 15’ can live and work there for a few months at a time. interviewer: hello.3 . interviewer: what do you eat in space? susan: well. There and to name the capital city: Washington. plants in space. susan. Then. Then.1 students take turns spinning a crayon and asking What do you want to be? The student that the crayon points to should answer: I want to track 2. He plays the guitar. many people have barbecues.8 narrator: listen and number. Show Arizona Disney World and some Disney characters. a job: He doesn’t wear a uniform. play track 2. a big theme park. be a (chef). Display the map and long and many people visit it. It has a population of 8 million. Teams take narrator: susan is an american astronaut on turns asking questions to guess who it is: Does the international space station. choose a job. volunteers to read the texts aloud. Materials: One sheet of white paper per team.8 Listen and number. Explain that the Grand Canyon is a American barbecue. He doesn’t Finally. including Disney films. Tell them that the USA is in North America can visit Disney World. Look and stick. The Grand of the Statue of Liberty. Canyon is in the state of Arizona. he cure people? After each question. Next. Pass around the photos and tell the class that In the summer.8 and tell students to number the Check what you know! pictures. After that.

Point out the icons and explain the additional materials that they Unit 7 . Draw and guess (see page 10) 15’ Now play Draw and guess. Mars.10 raise their hand to guess. Have fun! Assign homework 5’ AB page 73 My project Make a police officer model. we can have a cake and presents. remind them that they can do their answers. invite students to read a question aloud and say which answer they chose. Then. the illustrations: moon. play track 2. Students sing along and jump when divide the class into pairs and ask students to they sing one of the words on the board. sun. there’s no tv in space. Do the same with the rest of the questions. ask the class to complete the faces Refer the class to the song and ask them to name according to how they feel about what they know. Then. The first team to guess Sing a song. one sheet of white paper per student.Student’s Book page 73 Play track 2. Play the the astronaut is doing: He’s walking in space. go through each step with them. we can’t. • read the instructions for the next activity. Encourage students to name any other planets they know. 10’ the job wins a point.9 for students to check their answers. there’s a phone connection to earth. Accept all answers. write stars. interviewer: can you have birthday parties? astronaut: yes. Play the song again and invite the class to sing along. sun on the board. Next. Explain that Earth is a planet. answer the quiz questions. Check by reading the questions aloud to elicit the Finally. A friendly reminder interviewer: can you have a shower? astronaut: yes. there’s a shower on 7 It is advisable to create a stress-free and the space station.10 and tell students Read and circle. we can’t. • read the example and clarify doubts 95 interviewer: wow! that’s great! and can you • ask a volunteer for another example have pets? • assign time to complete the exercise astronaut: no. we can. Then. they should review astronaut: yes. that’s impossible. Invite the class to look at the picture and ask what Jupiter. we have an exercise bike. Ask students what facts surprised them.9 narrator: listen and check. During the evaluation: astronaut: no. Jupiter and Mars are also planets. Continue with other jobs. stars. project with the help of their family. Then. we can. need. interviewer: oh! and can you do exercise? Before students are assessed. the unit vocabulary with My spelling practice on it’s great! page 96 and the Time to check section on page 72 interviewer: can you watch tv? in the AB. we can. 2. 5’ main materials for the craft. 10’ to follow along in the book. moon. too! . Practise Answer Key: jobs vocabulary. song again. Materials: One toilet roll tube per student. They should circle Yes or No. etc. Finally. The team with the most points at the end wins. track 2.9 Refer students to My project and tell them the Listen and check. 2. supportive environment for taking a test. • read the instructions for the first activity with interviewer: can you talk on the phone? students astronaut: yes.

Do you like. . We use have got with other persons. The verb after like belongs to a person. To form the negative.. we use don’t / she. 8 Free time fun! Objectives: • learn the names of hobbies and accessories • ask and answer questions about hobbies • ask and answer questions about likes and dislikes • talk about accessories that people have got and haven’t got Hobbies Accessories collecting toy cars /k´Ö"lekÖtIN tOI kAÜz/ ____________ ballet shoe /"bœÖleI SuÜ/ ____________ doing ballet /"duÜIN "bœÖleI/ ____________ comic book /"kÅÖmIk bUk/ ____________ doing gymnastics /"duÜIN dZImÖ"nœÖstIks/ ____________ computer game /k´mÖ"pjuÖt´ geIm/ ____________ doing karate /"duÜIN k´Ö"rAÜÖtI/ ____________ guitar /gIÖ"tAÜ/ ____________ making models /"meIÖkIN "mÅÖd´lz/ ____________ skipping rope /"skIpIg r´Up/ ____________ painting /"peInÖtIN/ ____________ karate uniform /k´Ö"rAÜÖtI "juÖnIÖfOÜm/ ____________ playing computer /"pleIÖIN k´mÖ"pjuÜÖt´ model /"mÅÖd´l/ ____________ games geImz/ ____________ roller skate /"r´UÖl´ skeIt/ ____________ roller skating /"r´UÖl´ "skeIÖtIN/ ____________ Present simple Verb have got In this unit. In this section. We ask about likes with the question we use the verb have got to talk about accessories. • What are your hobbies? 96 My hobbies are roller skating and painting.. we use the present simple to talk about We use the verb have got to show that an object likes and dislikes with hobbies. We use has got with he and ends in -ing. In this unit. doesn’t like. students will learn phrases and The lighthouse keepers’ story Unit 8 short exchanges used in everyday life.? We can use short answers. students will learn and practise ways Karate Kate to talk about their hobbies. In this unit.

Unit 8 • Linguistic competence by solving clues for riddles and for a mystery sentence word puzzle. students will develop: them to see new words they do not understand • Linguistic competence by learning important (or words they have previously studied but have strategies to gain communicative competence forgotten). lemons aren’t sweet. 97) First. On these occasions. point it out. to develop students’ vocabulary. it is common for In this unit. queries. If there is a picture • Linguistic competence by learning vocabulary of the item in the Student’s book. etc. 78). from a story about hobbies and the use of learning karate (SB p. you can say Strawberries and • Linguistic competence by consolidating and chocolate are sweet. If about hobbies and revising the present simple not. 83). 77). It is better for • competence in Learning to learn by correcting the students to try to understand the general mistakes using a system (SB p. equipment to learn the vocabulary in English Another strategy is to give examples. 81). 80). support meaning. comprehension of each word. • Logical mathematical competence through sequencing information in an interview about hobbies in a structured listening activity (SB p. use visual support. and you have time to prepare for students’ (SB p. You can also help students to and dislikes (SB p. 82). Make a flip book. to explain sweet. In song words. Learning important deductive thinking skills through puzzles and riddles is a fun way to improve communicative 97 competence (SB p. mistakes and their symbols for correction. if students have got lesson. 79). Teaching tip Basic competences As students learn a language. Lighthouse keepers’ (SB p. In this meaning of texts. gestures to of strategies you can use to explain meaning. 75). 74). consider bringing a real object or a • competence in Knowledge and interaction magazine cut-out to show students. it for more autonomous interaction amongst can be time-consuming to focus on the students’ students to complete the task. If you want (SB p. . Value: Trying your best • Processing information competence by using Trying your best means that you work hard and the class CD to obtain and process knowledge do not quit until you succeed. (TB p. there are a range such as substitution of words. though. understand by using cognates or synonyms: In • Cultural and artistic competence by your language. there may be • Autonomy and personal initiative by some occasions when it is not appropriate to participating in a mingle questionnaire about focus on the meaning of each individual word likes and dislikes with other classmates in a text. This activity provides a forum story pages and Light up the world pages. students learn how to identify different questions about particular vocabulary items. • Interpersonal and civic competence by recognising and ordering steps that enable people to do a good job and try their best (SB p. 76). that while it is important collage (SB p. then you may want to address them. Check extending use of the present simple through understanding by eliciting other examples affirmative and negative expressions of likes of sweet foods. Of course. You can with the physical world by using previous also draw a simple picture of the object on the knowledge about hobbies and their board or demonstrate the meaning with mime. what word is guitar similar to? personalising learning through creating a Keep in mind.

They can give a Unit 8 . playing football. doing karate. going to the park. play the CD again and encourage students to mime the hobbies as 98 they say them. invite volunteers to mime hobbies for the class to guess. making models. they label them. that people use this question to ask about other he’s roller skating. she’s painting.Student’s Book page 74 he’s collecting toy cars. question: What are your hobbies? After that.12 Warm-up: At the weekend 15’ narrator: listen and repeat. students draw their two favourite hobbies and write a sentence about them: My favourite hobbies are (painting) and (doing gymnastics).11. ex. Material: Six photos of common weekend narrator: collecting toy cars. people’s hobbies. of volunteers to read the dialogue aloud. narrator: listen and point.12 and get students to listen and repeat hobbies? Have fun! the names of the hobbies. Then. doing ballet. answer is false. Assign homework 5’ AB page 74 Additional homework ex. Explain that the children are doing hobbies. point to the girl in the purple skirt. Catch me if you can (see page 10) 20’ Now play Catch me if you can. 2 In their notebooks. etc. If they think that the point to the boy in the red and blue cap. volunteers about their friends’ hobbies. say what the activities are. they stamp their feet. Pass around the photos and invite students to painting. Hold each one up and ask the class to raise their hands if they do that activity. Next. cast a vote to find which is the students’ Additional homework most popular weekend activity. Then. Ask how many boys and girls there are. Stu dents listen 20’ to the descriptions and point to the right pictures. playing computer games. refer students to the photo and get a pair she’s doing ballet. Then. point to the girl in the green hat. Explain point to the boy in the green t-shirt. point to the boy in the orange t-shirt. they clap their hands.12 15’ Practise asking about hobbies: What are your Play track 2. students take turns asking and answering the she’s doing gymnastics. Write Assign homework 5’ AB page 74 the number of students for each on the board. If students think that their friend’s answer is she’s making models. form pairs and have point to the girl with the red scarf.11 volunteers to say which hobby is their favourite. Students choose five hobbies and illustrate them in their notebooks with magazine cut-outs. activities: going shopping. doing gymnastics. Refer the class to the activities on page 74 and ask students what they are: hobbies.11 15’ Invite the class to look at the pictures and name the colours they see on the clothes. collect the photos. Invite track 2. he’s doing karate. . 1 Finally. true answer or invent a false one. play track 2. After that. ask he’s playing computer games. 8 Free time fun! track 2. narrator: point to the girl in the pink dress. 2. have them ask other students. point to the boy in the white trousers. Then. Finally. true. roller skating. Then. 1 Listen and point. 2. Listen and repeat.

14 and invite the class to follow along what they hear. After that. play the CD again and encourage students to sing along. have them switch roles and sing again.13 5’ picture for each. Then.Student’s Book page 75 track 2. 3 Sing a song. 2. Then. completed words or phrases silently. Tell them sentence. . roller skates. skipping rope.14 15’ Have students look at the song and ask how many hobbies they can find: thirteen. read the words Look and write. Play track 2. 2. divide the class into two groups. Do the same with the sentence according to the picture. 10’ Invite the class to look at the pictures and identify what they are: puzzle pieces. guitar. Finally. get the class to read the getting a volunteer to read the sentence aloud. Then. Answer Key: Answer Key: roller painting skating skipping playing computer games Assign homework 5’ AB page 75 Additional homework Pictionary pages 108 and 109. Next. ballet shoes. tell students to use the girl and identify her hobbies: skipping rope and stickers for Activity 2 on page 75. 99 play track 2.13 twice and have students repeat the names of the accessories. comic book. Students read the names of the vocabulary items and draw a Listen and repeat. Unit 8 . When they finish. Groups sing alternating lines of the song. computer game. say the name of a hobby and ask students to tell you the corresponding accessory: T: Roller skating. narrator: karate uniform. Then. Next.13 narrator: listen and repeat. Check by rest of the stickers. 5’ aloud and point out that there is a word on each Invite the class to look at the first picture of the missing puzzle piece. 2 Look and stick. model. tell students to complete the up the sticker that goes in the first space. Next. have them complete the second to put the sticker in the space. Ss: Roller skates. Get students to hold roller skating.

15 and have students complete the table with a 3 for hobbies each child likes and an 7 for hobbies each child does not like. 1 Additional homework as a class by asking students about the children: Students stick magazine cut-outs in their T: Does Benji like doing karate? notebooks to illustrate two hobbies they like.. and roller skating. do you like painting? their sentences aloud. invite volunteers to read interviewer: ah. painting is difficult! students’ favourite and least favourite hobbies. cast a vote to find carol: no. Finally..Student’s Book page 76 comic books? benji: yes.16 and ask students to listen and follow along in their 1 Listen and mark (3 or 7). and do you like doing karate? Have students complete the sentences about carol: oh. Next. do you like collecting verb still ends in –ing. i don’t. i don’t. Explain that when we want to know benji: no. i love karate. Smile and shake your head narrator: listen and mark. 2 Talk about the two children with In their notebooks. Then.15 15’ books. carol. 15’ interviewer: ok. Point out the letters in red and interviewer: hi. Next. i don’t. and do you like roller skating? 100 carol: no. what a person likes doing. . refer students to the first sentence and track 2. Then. i do. divide the class I don’t like (drawing). and do you like doing karate? to read the second example. 2. it’s boring! Complete the sentences about you.15 read it aloud. singer does not like. etc. Explain that when we use Unit 8 . invite a volunteer interviewer: ok. Answer Key: 3 7 7 3 15’ 7 3 7 7 Mime different hobbies for the class to guess. i do. 2. to mime like. benji. Assign homework 5’ AB page 76 Additional homework ex. Play the CD again and invite them to chant and clap along. get a volunteer to read the do you like painting? question. Then. play track 2. Then. we ask him / her: Do interviewer: ok. he doesn’t. Tell students that benji: no. we use don’t or doesn’t before like to form the interviewer: oh. do you like collecting explain that after like the verb ends with –ing: I like doing karate. Play the CD Assign homework 5’ AB page 76 again for them to check their answers. I like painting! into pairs and tell them to talk about the children in Activity 1 with a friend following the model dialogue. Have fun! Tell the class to look at the picture and ask what the girl is doing: She’s doing ballet. i don’t. Finally. i don’t. Ss: No. he or she we say likes. interviewer: ok. and what about painting? negative. Encourage them to nod their head Tell students to look at the faces and ask What’s his / and smile for activities that the singer likes and to her name? Then.16 15’ vocabulary. check ex. yes. refer the class to the table and invite shake their heads and frown for activities that the a volunteer to read the names of the hobbies aloud. do you like that? benji: yes. play track 2. students draw a family a friend. interviewer: thank you. it’s my favourite hobby. After that. comic books? carol: no. Stop! (see page 10) 10’ Play Stop! Practise hobbies 2 Listen and chant. read what the children say. 15’ member and write two sentences in a speech Refer students to the photos and invite volunteers to bubble about his / her hobbies: I like (painting). you like (painting)? Point out that the second interviewer: hello. themselves.

encourage the class to describe the girl with She has got (roller skates).17 again for students to check their Look and circle. label each bag with the name of its owner.Student’s Book page 77 two volunteers to read the sentences aloud. 1 boy: may hasn’t got a skipping rope. girl: alan hasn’t got a karate uniform. Refer the class to the first example sentence narrator: number four. he has to students that we say He / She has got to talk got a karate uniform and some comic about objects that a boy or a girl possesses. narrator: number two. 2. children and get them to read their names aloud. Give each of them three pictures of accessories to hold up. 15’ answers. and invite a volunteer to read it aloud. sentences aloud. . Invite students to look at the pictures and name the He hasn’t got a model boat. Explain that the negative form of have got is haven’t got or hasn’t got. Answer Key: Next.17 10’ Play track 2. and She hasn’t got (a karate uniform). have the class look at the children in the picture and ask volunteers to read what they Assign homework 5’ AB page 77 101 say aloud. Then. he has got a skipping rope and a model plane. Then. 3 Listen and label. will vary. She has got a guitar. 2 answer: No. Get them to say which of the items they have got.17 10’ Answer Key: He hasn’t got a guitar. Listen again and check. She hasn’t got a skipping rope. Do the same with the boy. students draw a picture of sentence aloud: He hasn’t got a guitar. Then. refer students to the He hasn’t got any comic books. the form that describes the picture. play track 2. check as a class by asking about Materials: Drawings or cut-outs of different hobby each child’s bag: accessories: skipping rope. invite a boy and girl volunteer to the front of the class. Jack Jenna May Alan continue with other volunteers. narrator: number three. Then. Invite the class to look at the pictures and say what He has got some cars. she has got some ballet shoes and a computer game. accessories.. When you finish. Check by choosing volunteers to read the She hasn’t got (comic books). Next. Then. have students look at Additional homework the texts and invite a volunteer to complete the first In their notebooks. Answer Key: 4 Look and complete. she has got some toy cars and some roller skates. Explain girl: jack hasn’t got a computer game. T: What’s in May’s bag? Have students look at the sentences and circle Ss: Ballet shoes and a computer game. Next.17 and have the class listen and She has got some comic books. etc.17 track narrator: listen and label. 2. Then. ballet shoes. 2. 10’ boy: jenna hasn’t got any ballet shoes. ex. invite a volunteer to read the second example sentence aloud. he hasn’t. Ask Has the boy got a guitar? Elicit the ex. They write three sentences: that the answers for the last sentence in each text She has got (ballet shoes) and a (skipping rope). invite Unit 8 . Point out accessories. Then. tell a friend and glue magazine cut-outs of two students to complete the rest of the texts. they see in the bags. Assign homework 5’ AB page 77 narrator: number one. 20’ He has got a computer game. books.

Then. 15’ Wrap-up: What’s in the bag? 15’ Have students look at the photo and invite a volunteer Materials: A small bag. Tell them to ask about the accessories to find the differences: swimming Yes No Yes Has he got a (karate uniform)? Has she got a (guitar)? Have them circle the differences. They write 2 Complete with like or don’t like. 2 In their notebooks. After that. Unit 8 . Assign homework 5’ AB page 78 Then. a skipping rope No Yes Yes Talk about your friends. objects: Has the teacher got a (ruler)? The volunteer feels the objects and answers. students draw a friend with three accessories in his / her bag. about themselves. Finally. Remind them to Pair work 15’ write their friends’ names in the table. to read the text aloud. ask each student: Do you like roller skating? guide. Then. Then. students compare books a guitar Yes Yes No to check. Refer students to the pictures of hobby accessories around the table and invite volunteers to say what they are. Get the volunteer to put his / her hand friends: My friend (Maria) likes (doing karate). . have students ask three friends the questions they have completed and write their answers. Finally. etc. Additional homework ex. 15’ Answer Key: I don’t like skipping. he / she gives the bag to another student. using the text in Activity 2 as a Then. Finally. have students complete the questions Draw and write about you. She has got a (skipping rope). have students draw a Ask three friends and answer. show Students interview a family member and write the class the objects in the bag and ask them four sentences in their notebooks about his / which ones they guessed.Student’s Book page 78 in the bag and invite the class to ask about the invite volunteers to tell the class about a friend. her hobbies and accessories: My (mum) likes (painting). pictures with a friend. Student A looks at page 115 and Sam Lucy Mary student B looks at page 120. 1 Continue with several volunteers. Divide students into pairs and assign student A Model answer: and student B. Assign homework 5’ AB page 78 Additional homework ex. invite volunteers to say the differences they found. Ask another volunteer to say a hobby that he / she does not like. Time to practise! 1 Complete the questions. 10’ in the first column of the table with two hobbies and Invite a volunteer to name a hobby that he / she two accessories. Finally. classroom objects. painting No No Yes When they finish. students imagine that they are the girl and complete the sentences with like or don’t like. 102 Have students look at the pictures and invite volunteers to say what the girl is doing and whether or not she likes the activities. 15’ picture of a hobby they like or do not like and write Invite four volunteers to write their names on the board. 5’ five sentences about the items with has got and hasn’t got. invite volunteers to read their sentences to the class. I like collecting teddy bears. likes. Then.. divide the class into pairs Put the objects in the bag and give it to a and encourage them to tell each other about their volunteer. encourage them to compare Write Yes or No underneath their name. When they finish.

First.Student’s Book page 79 Now rewrite the text correctly. Then. Answer Key: On Saturday. Elicit the correct spelling of park. Point out the symbols for mistakes and descriptions and display the posters. students rewrite the text with corrections. Finally. Tell students that the birds in the picture they check with the group that made the poster. spelling mistake. Accept all pins. they go roller skating. After that. He meets his friend Jane. full stop. have students trace them with sentences: My hobbies are (painting) and the words. Next. ask them how to correct each mistake and elicit him or herself doing two hobbies and they label the correct spelling for cat. Answer Key: . Tell different types of mistakes. Next. Finally. they sit under the tree and have an ice cream. ask volunteers to copy the corrected text on the board. 10’ their names on the bottom of the paper. missing word. of the page. Tell them to read about the students to write What are your hobbies? at the top four editing symbols and identify the types of mistakes. they the an Unit 8 . get students to write their names next to their text aloud. answers. Time to write 1 Read and trace. students compare Assign homework 5’ AB page 79 texts with a friend to check. are called ducks. tell the class that there are eight more mistakes in the text. Then. Max goes to park. 103 . 5’ Bulletin board idea 15’ Have students look at the editing symbols in red and Materials: One sheet of poster paper per group. Then. They look and read about the Get the class to look at the picture and describe what hobbies and guess who drew each picture. Finally. explain that they show how to mark four Form groups of four and hand out the paper. Then. they give bread to the ducks. each of them draws a picture of Then. Tell students to write Read and mark the mistakes. invite volunteers to read the Finally. students mark the mistakes. Then. groups exchange papers. encourage volunteers to identify the type of mistake: capital letter. Finally. they see. Then. Check as a class by inviting students to say what they did to correct the mistakes. invite them to guess what they mean. 10’ Encourage volunteers to identify the mistakes in the text line by line. (playing computer games).

students draw a picture of ask What’s the mouse doing? their bedroom with two hobby accessories. ask students 5’ AB page 80 Additional homework Unit 8 . Then. When they finish. Assign homework Helen and the narrator. Then. 104 . The lighthouse keepers’ story Value: Trying your best Before you read 5’ Make a flip book. scissors picture of Ben’s room and name the accessories a stapler.18 10’ the book with their left hand and turn the pages quickly with their right hand to see the boy Refer the class to the first part of the story and ask move. refer students to the fourth picture and In their notebooks. Write Try your best on the board and explain Students mark a 3 for hobbies that Ben does that trying your best means that you work hard and a 7 for hobbies that he does not do. Materials: One photocopy of craft template 8 Invite students to look at the (see TB CD-ROM) per student. imitating the characters’ voices. doing games. etc. hand out the templates and elicit the activity that is difficult for the Answer Key: boy: roller skating. invite students to name the hobbies they see. Then. 10’ I like (playing the guitar) and (doing karate). Point out that he falls at the reading comic books 3 beginning. Divide the class into groups of three and have them choose parts to read aloud.Student’s Book page 80 whether or not they like the same hobbies as the girls. encourage students to show their them what the girls’ names are: Maria.. Encourage them to use the same playing the guitar 7 colours for each picture. Finally. Next. play track 2. have students colour the pictures and doing ballet 7 cut them out. students switch parts and read the story again. Kate. but at the end. they write sentences to describe them: Now read the story in groups. etc. Invite as a class by inviting students to say sentences volunteers to name activities that are difficult about Ben: He doesn’t do ballet. homework. Finally. Helen and flip book to a friend. After that. get playing video games 3 them to put the pictures in order. Then. refer them to the list of hobbies. Then. 2.18 and have the class follow along in their books. Then. speaking English. Students hold of the story. Check and do not give up until you succeed. crayons. Next. Tell them to read the story aloud. He plays video for them: riding a bike. 20’ Mark Ben’s hobbies (3 or 7). he can roller skate roller skating 3 well. play the CD again and ask students to read along with the voices of Kate. they see. staple the pictures together using the marks on the 1 Listen to the first part left-hand side of the first picture. Have them compare with a friend to check. Then.

Accept all answers. and illustrate them.19 15’ Circle what is different Invite students to say what they remember from the from the story.Student’s Book page 81 105 . After point out that they are different from the pictures that. Check in the story have got and encourage them to say as a class by inviting volunteers to say what the how Kate helps the people. Assign homework 5’ AB page 81 Additional homework In their notebooks. invite a group to act the story out for the class. invite students to differences are.19 and ask Refer students to the pictures of the girls and them what happens next. Finally. Have them read the whole story aloud and act it out. talk about their hobbies and say why they like them. first part of the story. When they finish. students write the names of three new hobbies they want to try. Answer Key: Now read the story in groups. Assign pairs and have students along in the book. Unit 8 . Ask them what problem the girls work together to identify the differences. Then. 15’ Divide the class into groups and tell them to choose parts to read aloud. 2. play the CD again and have students follow in the story. 2 Listen to the second part After you read 10’ of the story. play track 2.

an ammonite. Then. pass around the photos. What are your hobbies? Do you like (roller narrator: number one. remaining texts silently. some are very big. Ask if they have ever seen Materials: One sheet of white paper per team. The English language comes one it is. that men wear on special occasions. Students listen magazine cut-outs of hobbies. Tell them that it is the Britain is in Europe and its capital is London. Colour the pictures. Display the map and encourage students to try to pronounce the and point to Great Britain. Check. girl: have you got a fossil collection? chris: yes. Explain from England.Student’s Book page 82 Get the class to look at the pictures and encourage students to describe what they see. the people in the cut-outs: He has got a (karate narrator: number two. 5’ narrator: number five. They win one 5 2 point for each correct answer. photos of a kilt. have a chris: to break them open. the Titanic. It’s a skirt Materials: A map of the world.20 students to ask each other about their hobbies: narrator: listen and number. chris: yes. play track 2. Light up the world Warm-up: Let’s talk about the United Kingdom! 10’ that Scotland is very famous for the kilt. ask volunteers about girl: hello. Next. paper and display the cut-outs on the board. Have students point to the pictures Check what you know! of fossils in their book. After that. Northern obwy-llllantisiliogogogoch. The bagpipe bagpipes. girl: a dinosaur bone! wow! 10’ Unit 8 . fossils before. Next. narrator: number three. invite a volunteer to read the text aloud. this is my collection. Listen and number. Point to different languages in Great Britain but the official each country and invite volunteers to guess which language is English. Check by getting volunteers to read 3 the names aloud and spell them. Wales and Northern Ireland. Divide the class into five teams. they win a 106 point. Then. Point to the hobbies for teams to write the Answer Key: 1 4 names. Get students to fossils inside the rocks. uniform). Read and follow the lines. They are millions of years old. Then. Explain that fossils AB page 82 20’ are animals and plants in rocks. After that. Great name of a train station in Wales. look at this one! say which picture it is. get track 2. Invite the class to look at the pictures and identify girl: why do you hit rocks with a hammer? what they see. a leaf and 2. describe one of chris: i go to the beach with my dad. It is one of the Britain is made up of different countries: England. Ireland. Continue with other teams. longest words in the world. the name Llanfairpwllgwyngyllgogerychwyrndr Add that the Titanic was built in Belfast. play the CD again. If they answer correctly. Tell them to follow the lines girl: are there any big fossils? from the texts to pictures. a long piece of paper with is the traditional musical instrument of Scotland. Then. i take photos of those. Tell them that Great name and guess what it is. and point to the pictures. Hand out the Students number the boxes. where do you go at the weekend? their teams’ answers. there’s a fish. chris. Accept all answers. students read the narrator: number four. 5’ girl: what do you do? chris: i hit rocks with my hammer.20. tape. sometimes there are volunteer read the first text aloud. People speak several Scotland. Then. The first student to raise his / her hand . skating)? When they finish.20 a dinosaur bone. i have. Have students colour the pictures. Then. stick the piece of paper to the board Write Great Britain on the board. point to an accessory in the poster and invite a team to identify it.

Invite volunteers to come and write the first letter of each word on the board to form the word Read and solve the riddles. have students write the first letter the unit vocabulary with My spelling practice on of each word for the other pictures. Then stick. During the evaluation: Answer Key: • read the instructions for the first activity with students • read the example and clarify doubts • ask a volunteer for another example • assign time to complete the exercise o l c i g c l e t n • read the instructions for the next activity. Materials: A cardboard shoe box. Material: One half-sheet of white paper per ask the class to complete the faces according to student. 10’ Invite a volunteer to read the mystery sentence aloud. students to write the first letter of car in the square Before students are assessed. etc. paint. 10’ HELLO. go through each step with them. some elastic bands. and point to the correct person wins a point for his / her team. answers. Draw a simple line drawing of a hat. Point out the icons and explain the additional materials that they need. Then. they should review below: c. Continue with other people. Tell supportive environment for taking a test. Then. page 96 and the Time to check section on page 82 get them to compare with a friend to check. . Look and write the first letter of each word. how they feel about what they know. Then. Assign homework 5’ AB page 83 Answer Key: My project Make a box guitar. Accept all answers. an egg. 10’ A friendly reminder Unit 8 . i s f u n 107 Read the message. a lamp and an orange. Invite four volunteers to read one riddle each Then they switch papers with a friend and aloud to the class. tell students to use the stickers for page 83 and put them in the spaces. a lemon. Check as a class by reading the riddles again and inviting volunteers to name the items. Then. When they finish. Encourage students to tell the class about things they collect. Refer students to My project and tell them the main materials for the craft. two toilet roll tubes. They draw a picture clue for each letter on the paper. Encourage students to guess the solve each other’s mystery words. Finally. remind them that they can do their project with the help of their family. The Wrap-up: My mystery word 15’ team with the most points at the end wins. hand out the paper and tell the students to think of a mystery word. in the AB. Finally.Student’s Book page 83 Invite students to look at the little pictures and invite 8 It is advisable to create a stress-free and a volunteer to say what the first one is: a car.

The lighthouse keepers’ story In this unit. 9 Let’s celebrate! Objectives: • learn the names of the months and party words • ask and answer questions about birthdays • talk about holiday activities with we and they • ask questions about holiday activities with What and When Months Parties January /"dZœÖnjuÖ´ÖrI/ ____________ balloon /b´Ö"luÜn/ ____________ February /"febÖru´ÖrI/ ____________ candle /"kœnÖdl/ ____________ March /mAÜtS/ ____________ sweets /swiÜts/ ____________ April /"eIÖpr´l/ ____________ costume /"kÅsÖtjuÜm/ ____________ May /meI/ ____________ present /"preÖz´nt/ ____________ June /dZuÜn/ ____________ streamer /"striÜÖm´/ ____________ July /dZuÖ"laI/ ____________ August /"OÜÖg´st/ ____________ September /sepÖ"temÖb´/ ____________ October /ÅkÖ"t´UÖb´/ ____________ November /n´UÖ"vemÖb´/ ____________ December /dIÖ"semÖb´/ ____________ Plural pronouns Wh. celebrating holidays. • When’s your birthday? It’s in March.questions with present simple We use the pronoun we to talk about ourselves We ask questions about holiday activities with with a person or with some people. Unit 9 In this section. students will learn and practise ways 108 April Fool’s! to ask and answer questions about their birthday. In this unit. We use Where to ask and they when we talk about different ways of about places. We use they to What and Where. When’s yours? • Mine is in August. students will learn phrases and short exchanges used in everyday life. we contrast we ask about actions or things. . We use questions with What to talk about other people.

eat. 85). In this unit. and used daily. relating a numerical ordering of questions and a list of clues in order to solve a puzzle (SB p. possessive pronouns and in words by repeating the sound: B-b-b. the months of the year (SB p. discovering a typical English cultural event I like playing. it. 109). about April fool’s Day and drawing a fun trick (SB p. I. 92). participating in cooperative pair work 3) Sentence stress is very important as well. Invite them to raise their hands comprehension through a matching activity when they hear the change. 87). 90). 93). • Cultural and artistic competence by reading facts about India (SB p. literacy skills with longer texts and reading eat.. to discuss real world knowledge in English. to pay careful attention to your mouth as you • Processing information competence by using say the words. 89). have the class • Cultural and artistic competence by repeat. 91). etc. To holidays and celebrations (SB p. 84). 86). choose a word the class CD to obtain and process knowledge that students mispronounce and repeat it a about Children’s Day in Japan (SB p. 4) To work on long sentences. Ask them to raise their hands when • Interpersonal and civic competence by they hear the correct pronunciation. Alternatively. syllables in a sentence: We drink hot • competence in Learning to learn by correcting chocolate. Unit 9 109 . pronunciation practice: • Linguistic competence by consolidating and 1) Exaggerate the sounds at first so that they extending the use of the present simple. students will develop: so it is easy to make pronunciation work fun. few times.I like playing tennis. etc. 88).I like. balloon! This is a useful technique for initial • competence in Knowledge and interaction sounds that do not occur in the students’ first with the physical world by learning and language: st-st-st-streamer! practising important vocabulary to talk about 2) Vowel sounds can be difficult for students. it. Wh- are easy to identify. Teaching tip Basic competences Children like to play with the sounds of language. • Linguistic competence by learning important Here are some ideas to help students to enjoy strategies regarding phonology (TB p. 5) Have students use silly voices when they are • Cultural and artistic competence by reading saying sentences. Encourage them (SB p. It motivates Value: Celebrating other cultures students to learn about other countries Celebrating other cultures means appreciating where English is the co-official language the ways people live in other places. activities focusing on oral interaction Practise this by clapping with the stressed (SB p.. live / leave. mistakes using a system for edition (SB p. Practise initial sounds Question structures. • Logical mathematical competence through Make a string of flags. through the story (SB p.. eat. This help them to differentiate between long and lesson helps students use relevant language short sounds such as it / eat. it. repeat the words to students several times • Linguistic competence by practising before changing the vowel sound: it. adding one word each time. etc.

narrator: colour the kite purple. etc. . narrator: colour the house green and yellow. look! two rabbits. a boy: it’s january. blue and orange umbrellas 10. red and orange fire 12. 2. april. After that. students ask about their birthdays. green Christmas tree 20’ Material: One sheet of paper per student. check by asking What colour is the boy’s cap?. 9 Let’s celebrate! Listen and repeat. Catch me if you can (see page 10) 20’ girl: it’s august. july. hurray! narrator: colour the christmas tree green. we play football in the park. Then. encourage them to say which words are class to guess the items. Have fun! narrator: colour the umbrellas blue and orange. green and yellow house 11. a ball. brrr! Assign homework 5’ AB page 84 narrator: colour the fire red and orange. ask some volunteers: When’s your birthday? After girl: it’s april. track 2. what the boy’s pictures show: a birthday cake. i like to ride my bike. brown rabbits 5. june. etc. december.22 and get students to point to names Mime holding and shaking a present and of the months as they hear them.22 1 Listen and colour. look at the beautiful flowers. person has talked about his / her birthday. page of a calendar. whew! it’s hot. 2 girl: it’s december. Invite students to count the narrator: colour the boy’s scarf red. august. Assign homework 5’ AB page 84 Answer Key: ex. again and have students repeat. Have 110 boy: it’s september.22 10’ Warm-up: A mime activity 10’ Play track 2. play the CD ask students to guess what it could be. narrator: colour the sandcastle brown. get students to name may. invite volunteers to months and clap their hands to mark each syllable. ex. Point out narrator: colour the balloons pink and blue. narrator: january. Finally. Finally. Next. a kite. yellow and red flowers 6. mime opening presents. play pretend to open the present and mime what it the CD a third time and invite students to repeat the is: a kite. narrator: colour the t-shirts orange. about their birthdays. Next. play the CD again november. purple kite 4. narrator: colour the cap green. Next. boy: it’s november. in order according to their birthday month. they see: a calendar. girl: it’s october. some items that they see: a scarf. Now play Catch me if you can. october. etc. that. red scarf 2. and encourage the Finally. Invite the class to look at the pictures and say what march. Then.Student’s Book page 84 narrator: listen and colour. of the colours they hear. after another boy: it’s march. 1 1.21 and tell students to find crayons september. get students to stand narrator: colour the flowers yellow and red. green cap 8. brrr! let’s make a snowman. choose girl: my birthday is in february. narrator: colour the rabbits brown. boy: it’s july. candles and ask How old is he? Then. track 2. similar to words in their own language. volunteers to read the dialogue aloud. orange T-shirts 7. 2. and have them colour the pictures. Then. brown sandcastle 9.21 20’ narrator: listen and repeat.21 Direct the class’s attention to the photo and ask Unit 9 . february. it’s raining. that we can only say Mine is in (July). pink and blue balloons 3. play track 2. tell students to stand up and ask each other boy: it’s may. Then. girl: it’s june. What colour is the Christmas tree?. a bike.

Play track 2.23 5’ third time. look! i’ve got three presents.24 narrator: listen and repeat. Tell them that Talk about birthdays with a friend. 111 costume.24 5’ Play track 2. candles. Students read girl: it’s my birthday today. Assign homework 5’ AB page 85 track 2. Then. mmm! delicious. divide the class into two groups and play the CD a Listen and point. 2 Look and stick. 5’ it is a birthday party. 10’ Invite the class to look at the picture and say what they see on the table: a birthday cake.23 Additional homework narrator: listen and point. so pretty! there are lots of sweets. 2. i’m eight years old. narrator: streamers. presents. Get a volunteer to ask another student as an example. Then. When they finish.24 and have students repeat the words. Groups sing alternate lines of the song. Do the same with all of the put the stickers in the spaces. switch roles and repeat. i’m wearing a princess costume. balloons. Then. Next. picture for each. ask students whether or Say the name of a month. track 2. Next. the names of the vocabulary items and draw a i’ve got a birthday cake with eight candles. invite students to name the them to compare books with a friend. play the CD again and get them to say the things they like the most in loud voices and the things they like the least in whispers. Finally. Then. . Finally.23 and tell students to point to the pictures on the stickers as they hear the names. 2. 3 Sing a song.Student’s Book page 85 do you like it? Listen and repeat. Then. Unit 9 . 2. ask some volunteers about their birthdays.25 10’ Refer the class to the text and invite volunteers to say words that they know. Students with not they like birthday parties.25 and have students follow the text in the book. get months. sweets. Next. tell students to birthdays in that month stand up. Pictionary pages 110 and 111. turn around use the stickers for Activity 2 on page 85. form pairs Answer Key: and tell students to ask about each other’s birthdays. play the CD again and encourage them to sing along. months they see in the picture. Students and sit down. i’ve got streamers and balloons for decorations. play track 2.

Explain that the chant is about We eat sweets. We eat cake and they eat sweets 1 Read and number the pictures. AB page 86 Assign homework 5’ AB page 86 Assign homework 5’ ex. 112 . Tell students to in each pair show the celebration in Spain. 15’ Invite the class to look at the picture of Bruno Answer Key: and Lola and ask them where they live: In Italy. Have students point to We and explain where they are from: Pablo and Ana from Spain. 2. refer are talking about: Three Kings Day. play the CD again and encourage Unit 9 . refer students to the information about Three Kings Day in Activity 1. Encourage them to use the information to complete the sentences 2 with We or They. see: the Three Kings. Point out that the verb Then. Ask what the children’s names are and aloud. One Now play Hangman. Next. Encourage them to add a drawing or a magazine cut-out of other people who are celebrating that holiday. Then. have volunteers read the text aloud sentence Ana and invite a volunteer to read the sentence by sentence. After that. They label it: They (eat sweets).Student’s Book page 86 students to join in with the chant. 20’ 15’ Invite students to look the pictures of the children and guess where they are from. Ask what celebration they with a person or with some people. a drawing or a photo. Check by getting volunteers to read the sentences aloud.26 and have students listen and follow along in their books. Look and complete with We or They. Accept all answers. Check by inviting volunteers to read the correct texts for each picture aloud. 2 Additional homework In their notebooks. students draw what they do of their favourite holiday and illustrate it with on Three Kings Day. they label it: We (have a party). Practise months group chants the first verse and the second group vocabulary. pictures. 2 Listen and chant.26 20’ Answer Key: Ask the class to look at the picture and say what they They write letters. Tell students to look at the pictures of Pablo and Then. Get a volunteer to the three pairs of pictures. Explain out the three texts and explain that they describe that Pablo is pointing to them. Three Kings Day in Spain and Italy. The point to They and tell them that we use this word pictures on the right show the celebration in Italy. that we use this word to talk about ourselves Bruno and Lola from Italy. Finally. Then. Then. Have fun! chants the second verse. students write the name In their notebooks. point them to the picture of Lola and Bruno. divide the Hangman (see page 10) 15’ class into two groups and play the CD again. Play track 2. have them switch roles and repeat. to talk about other people. tell students to read the texts and number the forms are the same for We and They. Students should imagine that 3 1 this time Bruno and Lola are speaking. 1 Additional homework ex. The pictures on the left read the second sentence aloud. Then.

Then. Have describe what they see. teacher: what else do they do? Write Where do you go? What do you eat? What girl: they take part in the children’s olympics. lily? girl: children’s day in japan. aloud. Then. 2 ex. Point out holiday in many countries. do you do? on the board. streamers in the form of fish. Have another volunteer read the answer aloud and say the place: to the park. Then. Explain that a girl is doing another volunteer read the answer. Assign homework 5’ AB page 87 Assign homework 5’ AB page 87 ex. 3 Listen and circle. Check by asking the Where when we want to know about places. Play the CD again and have and remind them that we begin questions with them circle the correct picture. 10’ Have students look at the pictures and identify them: park. Make sure that they do not write their names. they don’t Materials: One half-sheet of paper per student. Look and complete. Remind students that we say whether or not their country has got a Children’s begin questions with What when we are asking Day. track 2. point out Answer Key: that we use you in the question to ask about the person we are speaking to on their own. check as a class by inviting volunteers to narrator: listen and circle. Talk about Children’s Day in your collect the papers and put them in the bag. go to school. and answer the questions from Activity 3 about Children’s Day in their country. questions and getting volunteers to answer. encourage the class to give and get a pair of volunteers to read the dialogue 113 the student who guesses a round of applause. Wrap-up: Birthday mystery 20’ teacher: and where do they go? girl: they go to the park to play. get the new information is biscuits. Next. a o o u a teacher: and what do they do? e e a a e girl: they fly streamers in front of their houses. have them check with a friend. how interesting! when do they e e o e o celebrate children’s day? e o o h e a k Unit 9 . teacher: what’s your project about. read the questions and answers aloud. form pairs and tell them to ask Continue until all students have participated.27 Finally. encourage them to add letters to complete the questions and the answers. have the class look at the pictures and for information about actions or things. 1 . teacher: streamers? girl: yes. refer the volunteers to read the questions aloud. with one other person or with some people. Encourage students to the highlighted word. Point out the highlighted word for each question. Explain that a project about Children’s Day in Japan. Answer Key: teacher: oh.27 15’ 10’ Refer students to the heading and invite a volunteer Get the class to look at the first example question to read it aloud.27 and get students to point to the correct picture to read it aloud.Student’s Book page 87 girl: they celebrate it in may. cake. Explain that Children’s Day is a and invite a volunteer to read it aloud. Then. Hand out the paper and have students write their answers. Finally. a small bag. Then. When they finish. country with a friend. Play track class to the second question and get a volunteer 2. 2. 10’ Students take turns choosing a piece of paper to read aloud and guessing who wrote it. If the Invite students to look at the photo of the children answer is correct.

2 In their notebooks. Next. etc. Next. students draw a picture of What Christmas in their country. After that. Check Pair work 25’ by inviting volunteers to read the sentences aloud. get them to complete the rest of the questions individually. students compare their answers with a friend. . upside down to check their answers. Material: A map of the world. After that. Then. Where – to ask about a place. divide the class into pairs. in this unit: Three Kings Day in Spain and Italy. a picnic. After that. 1 can see: ice cream. States. Then. tell them to turn the book the spelling of months and party vocabulary. Ask students to guess how people celebrate Christmas in each Ask the class to name the holidays and countries country. Finally. Point out that when it is winter in the Northern Hemisphere. Check by inviting volunteers to read the questions aloud. Students take turns asking each other ask them when we use each word: When – to ask questions about Christmas in Australia or the about a time. 20’ in the summer in Australia. get a volunteer to read the first sentence where they go. Tell students to circle July. Answer Key: Write U N _ _ _ _ K _ _ _ _ _ M and A U _ _ _ _ L _ A on the board and encourage the class to guess the countries: United Kingdom. Have fun! Answer Key: When What Assign homework 5’ AB page 88 Where Additional homework ex. Next. form pairs and have students answer the Noughts and Crosses (see page 10) 20’ questions together by looking again at pages 86. When 114 What Now play the quiz with a friend. what they eat or drink. Explain that Christmas is in the winter in the United Kingdom and 2 Complete the questions and answers. Invite students to work in pairs and practise the quiz. What – to United Kingdom. they draw a picture ask about an action or a thing. Australia. 20’ Assign homework 5’ AB page 88 Invite students to look at the photos and say what they Additional homework ex. Time to practise! 1 Look and circle. refer students to the box and 120. have them the first question and ask them to choose the correct compare pictures to check. Unit 9 . Then. Assign student A and student B. it is summer in the Southern Hemisphere. July. Then.Student’s Book page 88 word to complete it: When. invite volunteers to write the missing letters in the spaces. aloud and complete it according to the pictures: July. have the class read the rest of the text and circle the correct words. Explain In their notebooks. When they finish. have them read that shows the answers. balloons. Student A Children’s Day in Japan and Independence Day in looks at page 116 and student B looks at page the United States. Then. students choose another holiday that the photos show Independence Day in the United and write three sentences to describe what they do. display the map and have a volunteer come and point to the United Kingdom and Australia. 87 Now play Noughts and Crosses with and 88.

a small bag. Then. When they finish. a turkey Materials: One sheet of poster paper per group. 10’ Ask the class to look at the picture and identify the characters: Santa Claus and two reindeer. After that. students exchange books with a friend and read each other’s texts. a Christmas tree. Invite students to rewrite the text correctly. . Finally. ask some volunteers how they celebrate Christmas: What do you do? What do you eat? Where do you go? Next. them to say what they mean. Have students look at the editing symbols and invite We have got a Bethlehem portal and a Christmas tree. When they finish. magazine cut-outs symbols in the box. answers with a friend. In the evening. 10’ holidays and say whether or not they celebrate them in the same way. the about how they celebrate the holiday. encourage students to look at other groups’ Now rewrite the text correctly. one leg. students compare of holiday items and activities.Student’s Book page 89 My favourite holiday is Christmas. hand out the materials. six slips of paper with mistakes. Ask about the corrections: What word was missing?. Students illustrate activities and items related to their holiday. After that. How do you spell (cake)?. have students write a short description of their Christmas. Explain that reindeer can be singular or plural. Next. Note: Write the name of one popular holiday in Answer Key: your country on each slip of paper. 10’ Model answer: My favourite holiday is Christmas. 2 Write about your Christmas. invite students to look at the three pictures under the text and describe what they see: Bulletin board idea 15’ a present. For lunch. When they finish. they write a short description . They should mark them with the editing names of holidays. Ask students to . remind them that I write a letter to the Three Kings and ask for presents. the symbols show how to mark four different types of mistakes. Then. After that. Then. we sing Christmas songs. 115 encourage students to say what they know about them. Time to write 1 Read and mark the mistakes. say the name of their holiday and explain how they celebrate it. a piece of cake. we eat turkey and Christmas cake. Christmas Divide the class into six groups and invite groups to choose a slip of paper from the bag. etc. pins. Finally. invite volunteers to read it aloud sentence by sentence. invite volunteers to read their texts aloud. Assign homework 5’ AB page 89 Answer Key: Unit 9 . tell them to read the text and find seven sheet of white paper per group. We have got a Christmas tree with pretty decorations. display the posters and descriptions. Then. We open the presents in the morning.

invite the class to tell you which trick they like best. Then. 116 . Tell students to look at the pictures and guess In their notebooks. Sam’s mum and Sam’s brother.28 10’ Invite a volunteer to read the title of the story aloud. Encourage students to say whether or not their guesses were correct. students draw a calendar for this month and mark the celebrations and Unit 9 . Next. write two groups of words. line of words and ask which word is different: tape. 10’ Divide the class into groups of four and have students choose one of the parts to read: the narrator. Next. What holidays have they got?. Tell them to read the story aloud. Make sure all of the flags are facing the same direction. Write the question next to the name of the country. Hand out the string. Students should fold the tabs on each flag over the string and tape it in place. would like to know about each country: What do they do for Christmas?. Remind students to write their name on the back of one of the flags. Then. Accept all answers. Then. scissors. 5’ Materials: One photocopy of craft template Have students look at the first 9 (see TB CD-ROM). Now read the story in groups. 1 Listen to the first part of the story. ask students if there is a similar holiday in their country and when. crayons.28 and have the class follow along in the holidays. string. Sam. 2. Invite them to tell you what tricks they do. The lighthouse keepers’ story Value: Celebrating other cultures Before you read 10’ Make a string of flags. check by asking the name of each country on the board. Finally. etc. Finally. Assign homework 5’ Then. encourage them to investigate the answer to one of the questions on the board for each of the countries. Ask why: The other three words are Hand out the materials and elicit the names of months. Finally. It is on 1st Additional homework April. Get volunteers to say the words that they circled and students to ask a question for information they explain their answer. explain that April Fool’s Day is a holiday AB page 90 when people play tricks on each other. 20’ Circle the odd word out. book. tell the countries. What do they do Answer Key: for birthdays?. play track 2. Students circle Saturday. Saturday. get students to colour the flags and cut them out. get them to switch roles and read the story again.Student’s Book page 90 what the tricks are. Then. Encourage students to say what them to circle the odd word out in the other they know about the countries.

20’ Divide the class into groups and have them choose one of the parts to read. Make sure students see the insect on your back. play track 2. Then. After that. laugh and pass around the insect for the class to see. Encourage students to say whether or not they like tricks like Sam does. Pretend to feel it moving and act afraid. Now read the story in groups. Material: A plastic insect. Then. invite a group to read and act out the story for the class. Finally. Ask them to read the whole story aloud. encourage them to compare pictures with a friend.29 and get the students to follow along in the book. 117 .Student’s Book page 91 are not looking.29 10’ 5’ AB page 91 Additional homework Have the class look at the first part of the story again Students ask a family member about a trick they and ask about the characters: What’s the boy’s played or that someone played on them. 2 Listen to the second part Assign homework of the story. After you read 10’ Draw a fun trick. Encourage them to imitate the characters’ voices. Get students to vote for the trick they like the best. When they finish. Then. Note: You can also use a magazine cut-out or a photo from the Internet of an insect. have students draw a fun trick in their book. When they finish. Then. write A fun trick on the board. 2. have them switch roles and read the story again. They name? What’s the name of his favourite holiday? draw a picture of the scene in their notebook. Ask what happens to Sam: His brother and sister play a trick on him. elicit the tricks in the story and write them on the board. Stick the insect to your back when the students Unit 9 .

Display the map and part of their religion.. zookeeper: yes. snakes.. Invite the students to make sentences 118 about the differences using we and they: We go to Play track 2. Refer students to the photo and ask Do you like tigers? Then. Explain that the marks on tigers are called stripes. After that. 2. boy: look! that tiger’s swimming. Say January and them to compare answers with a friend. They eat meat. 5’ track 2. 5. corresponding pictures. a sacred is also a very special animal in India.30 narrator: listen and check. Draw a simple Check what you know! line drawing of a tiger on the board and point to Material: Unit 9 vocabulary word cards. After that. People use motor rickshaws point to India. People in India often wear photos of India and explain that there are a lot of beautiful. up to eighteen hours Unit 9 . The capital city of India is Delhi. Spices are very important in Indian food. wow! first sentence aloud. Many women elephants in India. We go to school and they go to work. tigers are the biggest members rest of the sentences and write the number of the of the cat family. Light up the world Warm-up: Let’s talk about India! 10’ stories and for festivals. have them sit Answer Key: True True False False False down. tell students to ask three friends: When’s your birthday? When they finish. wear for special occasions. tell students to Stick the months on the board in random order. they can be up to one metre and 3. elephants with brightly coloured designs. Next. etc. 10’ month. Pass around the taxi with three wheels. . A motor rickshaw is a small Thirteen million people live there. Some people paint their Materials: A map of the world. etc. one hundred stripes. A sari is a traditional dress that women jungle and others work on farms to help farmers. Some elephants live wild in the wear saris. boy: their tails are very long.. Check as a class by reading the facts o’clock. The cow photos of a decorated Indian elephant. After that. twenty centimetres long. Hockey is a very popular sport in India. the tail. ask them what they know about tigers: They live in the jungle. ask the class to complete the faces according to how they feel about what they know. Check. picture: five.30 and tell students to listen and check bed at eight o’clock and they go to bed at eleven their answers. cats. The Taj Mahal is a famous monument. 5’ a day. 4. Tea with milk is a popular drink. girl: they have all got the same colours. brightly coloured clothes. a sari. children. most tigers have got more than 1. write Children and Adults on the board. zookeeper: that’s right. Say This is a tail. and here are the tigers. The national animal of India is the tiger.. etc. aloud and getting volunteers to say True or False. read the facts and circle True or False.Student’s Book page 92 Read and circle True or False. Finally. It is a long piece of The elephant is a very important animal in Indian coloured cloth that they tie around themselves. Then. Finally. zookeeper: tigers sleep a lot. zookeeper: tigers love to swim! girl: that tiger’s sleeping. 2. a motor rickshaw. the student to his / her left says the next Listen and check. not eat them and take care of them because it is Write India on the board. People do cow. Read and number. get Get students to stand in a circle. to travel in the cities. tell students to read the zookeeper: yes. what they see. they’re orange with black Answer Key: stripes. have a volunteer read the children: oh. Invite students to look at the pictures and say zookeeper: ok. have a volunteer say the next month: February.30 Then. AB page 92 15’ Encourage the class to name another animal with stripes: zebras. Elicit the number of the boy: they’re like big cats.

Refer students to My project and tell them the track 2. ask when Diwali is: It’s in the autumn.31 main materials for the craft. Then. Point out the icons narrator: listen and point. we paint special designs on the front of our houses. amala: we also fill our houses with special A friendly reminder lamps. Before students are assessed. 10’ volunteers to read the clues. and explain the additional materials that they interviewer: hi. tell o e s c l o t h students to use the stickers for page 93 and invite e a l volunteers to say what they can see on the stickers. what do you do to Unit 9 . glitter. finish. the unit vocabulary with My spelling practice on amala: at night there are fireworks. that’s r-a-n-g-o-l-i. Then. Point • assign time to complete the exercise out that the clues for the puzzle have got numbers • read the instructions for the next activity. called rangoli. ask them what they like most about Diwali. too. students read the Diwali facts and put the y e t s stickers in the spaces.31 and tell the class to point to the Make a party crown.Student’s Book page 93 need.31 Listen and point. they’re very pretty. 9 It is advisable to create a stress-free and amala: we also give each other presents. they are project with the help of their family. that’s d-i-y-a-s. celebrate diwali? Finally. k m a h e t a j u Finally. s w e u m Answer Key: s e n t s p r e Musical statues (see page 10) 10’ Now play Musical statues with questions about the holidays in this unit. Then. form pairs and have them solve the puzzle with the information from pages 92 and 93. these are called diyas. in the AB. etc. Then. they should review they’re delicious. paint. Have fun! 2. remind them that they can do their amala: well. amala: we eat lots of sweets at diwali. that appear at the beginning of each word. They should say and spell their answers. Materials: One strip of sugar paper. When they . supportive environment for taking a test. check by saying a number and getting Read and stick. go through each step with them. stickers. they page 96 and the Time to check section on page 92 are very beautiful. 10’ Assign homework 5’ AB page 93 My project Play track 2. Invite some volunteers to read the text aloud. During the evaluation: • read the instructions for the first activity with students Solve the crossword puzzle. 15’ • read the example and clarify doubts 119 • ask a volunteer for another example Invite students to look at the crossword puzzle. Next. Ask what Answer Key: h kind of festival it is: It’s a festival of lights. amala.

Activity Book 120 Unit 1 .

Unit 1 Activity Book 121 .

Unit 1 Unit 2 Activity Book 122 .

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Unit 3 Activity Book 125 .

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Unit 3 Unit 4 Activity Book 127 .

Activity Book 128 Unit 4 .

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Activity Book 130 Unit 5 .

Unit 5 Activity Book 131 .

Unit 5 Unit 6 Activity Book 132 .

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Activity Book 134 Unit 6 .

Unit 7 Activity Book 135 .

Activity Book 136 Unit 7 .

Unit 7 Unit 8 Activity Book 137 .

Activity Book 138 Unit 8 .

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Activity Book 140 Unit 9 .

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Activity Book 142 Unit 9 .

practice My spelling practise My spelling practise 143 .

3 Listen and repeat. 1. Monica! (part 1) 2.46 Unit 8. 2. 1.25 Listen and repeat. (chant) 1. 144 1. test 1.52 A mountain adventure (part 2) 1. Weather 1. 2.43 Unit 5.22 Listen and repeat.16 Listen and mark. 1. 2.35 Listen and number.26 Sing a song.44 Unit 6.17 Listen and number. 2. 1.58 Listen and write. 2.61 Granny makes a cake! (part 1) 1. 2.7 The wrong clothes (part 2) 1.37 Unit 1. Animals 1.1 Listen and repeat.23 Listen and repeat.34 Continue the song with your friends.29 April Fool’s! (part 2) 1.22 Listen and stick.30 Listen and check.48 Unit 9.8 Listen and number. 2. 1.5 Listen and underline. 1.7 Sing a song. Months 5 1.5 My week (chant) 2.21 Listen and colour. 2.24 Listen and complete.20 Listen and number. 1.21 Listen and stick.11 Listen and point. 1. Track List CD 1 CD 2 Unit Track Rubrics Unit Track Rubrics 1.43 Listen and stick.26 Three Kings Day (chant) 1.41 Unit 4. 1. 2.19 Karate Kate (part 2) 1. 1. (chant) 1.45 Unit 7.42 Let’s go shopping! (part 2) 2.14 Sing a song. 1. 2.40 Sing a song.38 Whose is this? (chant) 2.39 Unit 3.54 Listen and repeat. 2.41 Let’s go shopping! (part 1) 2. 3 1. 9 2.1 Listen and point.27 Listen and circle.12 Listen and repeat. 1.23 Listen and point. 2.15 Where.34 Listen and stick.28 April Fool’s! (part 1) 1.6 Listen and complete the answers.29 Can a dolphin swim? (chant) 2. Daily routines 1.3 Listen and repeat. 2.18 Karate Kate (part 1) 1.33 Sing a song.20 That’s my jacket! (part 2) 2. 1. 2.55 Listen and colour.47 Unit 8. Jobs 1. . 2.10 Sing a song.18 Sing a song.49 Listen and circle. Diagnostic 1. Food 1.53 Listen and circle.30 Listen and number.51 A mountain adventure (part 1) 1.31 Listen and point. 2.49 Unit 9. City places 4 1.27 Listen and stick. 2.37 Listen and match. 2.57 Listen and check. Clothes 1. 2.36 Listen and repeat. 2. oh where? (chant) 2. 1.33 Listen and check.13 Listen and repeat.9 Listen and check.15 Listen and mark. 1. 1.16 I like it. 1.2 Listen and repeat.32 The turtle and the rabbit (part 2) 2.40 Unit 4.63 Listen and number.59 We’re hungry. 1.Listen and colour.56 Listen and repeat.38 Unit 2. 2. 2. 2. 6 1.31 The turtle and the rabbit (part 1) 2.25 Sing a song. (chant) 1.48 Listen and number.50 Seasons (chant) 1. 2.12 Listen and number. I don’t like it. Accessories Track List 1.14 Listen and stick. 1.24 Listen and repeat.19 That’s my jacket! (part 1) 2. 2. 2. 2. 1.36 Listen and check. 2.39 Listen and number. 1.60 Sing a song.62 Granny makes a cake! (part 2) 1. 2.32 Diagnostic test .2 Listen and point.6 The wrong clothes (part 1) 1.4 He’s a vet. 1. 1. 2.42 Unit 5.13 Listen and stick. 2. 2.35 Listen and repeat. 2. Numbers Pictionary 1. Hobbies 1.28 Listen and check. 8 2 1.11 Listen and repeat.9 You’re late.47 Sing a song.44 Listen and repeat.4 Listen and underline. 1. 1 7 1.8 You’re late.45 Listen and colour. 1. 2. Monica! (part 2) 2.10 Listen and circle. Parties 1.17 Listen an label. 1. 1.46 Listen and repeat. Seasons 1. 2. 2.

sB Offers a variety of dynamic materials and activities. the six-level series aims to guide primary students through the sometimes-rough seas of their adventure in learning English. lighthouses have guided ships in their travels and they continue to light the way in our modern world. Even the homework is fun! Promotes universal values and celebrates cultural differences through a ook variety of colourful. chants.For centuries. in-class craft activities. stickers. helping students successfully navigate Te through reading. games and craft projects. speaking and grammar. Includes an easy-to-follow self-evaluation for students at the end of each unit. to be able to use English in real life. listening. Special features: Combines a structural grammatical-based programme with a functional syllabus to promote communicative language use across the four skill areas. including songs. Components: Student’s Book + Student’s CD-ROM Activity Book Teacher’s Book + Class CDs Teacher’s Resource CD-ROM Richmond Readers Brendan Dunne • Robin Newton . Similarly. a Teacher’s Book 2 ch Provides ample opportunity for students to understand and use the language at their own pace. It seamlessly integrates modern language teaching practices with traditional classroom needs. writing. Offers frequent pair and group work activities to build students’ confidence er’ and independence.